Literaturnachweis - Detailanzeige
| Autor/in | Hu, Guangwei |
|---|---|
| Titel | Building a Strong Contingent of Secondary English-as-a-Foreign-Language Teachers in China: Problems and Policies |
| Quelle | In: International Journal of Educational Reform, 14 (2005) 4, S.454-486 (33 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| Schlagwörter | Teacher Education; Professional Training; Educational Change; Foreign Countries; Socioeconomic Influences; Teacher Educators; English (Second Language); Second Language Instruction; Second Language Learning; Second Languages; Language Teachers; Teacher Qualifications; Educational Attainment; Educational Policy; Teacher Shortage; Educational Quality; Teaching (Occupation); Professional Development; China Lehrerausbildung; Lehrerbildung; Berufliche Fachbildung; Berufliche Fortbildung; Bildungsreform; Ausland; Sozioökonomischer Faktor; Teacher education; Education; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Language teacher; Sprachunterricht; Lehrqualifikation; Bildungsabschluss; Bildungsgut; Politics of education; Bildungspolitik; Lehrermangel; Quality of education; Bildungsqualität; Teaching; Lehrberuf |
| Abstract | In the last quarter century, China has come a long way toward building a strong contingent of secondary teachers, including English as a foreign language (EFL) teachers. Over the years, impressive progress has been made in strengthening teacher education and raising the educational levels of the teaching force, with the result being a much-improved foundation for further development. Despite the remarkable progress that has been made so far, the Chinese government still faces a host of problems in its effort to build a vibrant, competent, and committed teaching force that can effectively achieve the goals that have been set for secondary education. This article examines two major problems with secondary English-language teaching (ELT) in China and the various policy initiatives developed to address them: first, a chronic shortage of EFL teachers, or the quantity problem; second, a general lack of adequate professional training among practicing teachers, or the quality problem. Both have constituted serious threats to China's modernization endeavor and have had important implications for teacher education and the delivery of quality secondary education. An analysis of the causes of and solutions to the problems can shed light on several important themes: the development of secondary ELT in China, the restructuring of the teacher education system to serve the needs of modernization, socioeconomic influences on teaching as a profession, and the increasing professionalization of the teaching force. Such an analysis can ideally reveal useful lessons to policymakers and teacher educators in other parts of the world, especially in countries that face problems similar to those found in the Chinese context. (Contains 4 tables and 8 notes.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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