Optimizing the Limited Resources for More Efficiency in Teacher Development Programs in China ZHOU Yan National Research Centre for Foreign Language Education BFSU 05-20-07

An Outline Introducing the research project Some relevant research findings Discussions and implications A proposed scheme for professional development Educational foundations for professional development

The Research Project Models of Development of Chinese University Teachers of English (CUTE) 2001-2005 Headed by Prof. LIU Runqing and ZHOU Yan Funded by National Social Science Academy

Research Questions What are the teachers’ needs for PD ? Can PD models in China meet the needs of our teachers? What are the models that can best satisfy the needs of the teachers in the Chinese circumstances?

Theoretical Framework Sociocultural theory (Vygotsky 1962, 1978) Social Interactive Approach (Williams and Burden 1997 ) The theory of Community of Practice by Lave and Wenger(1991) and Wenger (1998)

Participants researchers and research assistants 15 person-times 9 different universities in China researchers and research assistants More than 1000 teachers over 60 universities participants and interviewees

Research Methodology Quantitative (survey analysis) Qualitative Case studies Interviews and group discussions Participant observations Teaching journals … Descriptive, evaluative and exploratory

What Did We Do? Aims To find out what teachers’ needs are in their PD 2001 To exam further their needs in practice To conduct an exploratory study To evaluate the program 2003-2004 Needs analysis 2001 A month-long summer institute A Visiting Scholar Program 2003-2004 A learning community of teachers 2004-2005 An MA course for professional development 2003-2005 Write-up 2006 To observe how teachers develop themselves in action 2004-2005 To provide the educational foundations for PD 2003-2005

Our Understanding Developed along with the Research Process From needs analysis to process analysis From program evaluations to the study of teachers’ beliefs, motivation and social conditions for professional development Building up community support for professional development Developing a mechanism for sustained professional development

Research Findings 1 Teachers’ demand for professional development had not been sufficiently met by the existing PD programs. (58% in contrast with 45% 12 years before) Teachers’ needs for PD varied greatly.

Given an Opportunity, What Do You Want to Learn Most? (MC) Knowledge in specific field (62%) Methodology (39%) Linguistics theory(29%) Basic language skills 20% Applied Linguistics 17% Educaiton (10%) Research methods (9%) Given an Opportunity, What Do You Want to Learn Most? (MC)

The majority of people express their needs in knowledge-specific fields. There was a lack of awareness and need for research among teachers.

Teachers’ Confusion: A good teacher does not have to know how to do research. National proficiency tests Need for ELT reform in China Opinion Agree Disagree Neutral total 38% 49% 13%

Important Conditions for Successful Teaching:

A discrepancy between what teachers needed and what successful teaching needed There was a general acceptance to learning-centered approach in ELT. Little correlation was found between teachers’ claimed belief and their classroom activities.

Research Findings 2 The most needed topics by teachers’ votes The importance of teacher belief in PD programs The most favorite topics by teachers’ votes Teachers’ way of learning – participation and interaction

The first 8 most necessary topics by teachers’ votes percentage 1英语教学中的教育理念 67 .985 2交际法 64 .941 3科研方法（定性、定量、个案、内省等） 60 .882 4大班教学 5学习者与学习过程研究 59 .868 6任务教学法 58 .853 7教学中的行动研究 8听力教学 57 .839

The first 8 most well-received topics by teachers’ votes percentage 1如何阅读论文 .9563 2合作学习 .9493 3如何在课堂上调动学生 .9171 4学习风格 (learning styles) .9045 5发展批判性思维技能 .9015 6听力教学 .9000 7学习者和学习过程 .8943 8课堂话语和课堂管理：基于课堂录像的个案研究

Research Findings 3 The Visiting Scholar Program is well-received and important for PD. It is more rewarding for teachers who are ready for independent research work than for teachers without plans.

Strength Problems Space, time and resources for teachers Interactions among teachers Broadened horizon Clarifying one’s PD goal and plan Difference in teaching Lack of guidance from the supervisors Lack of involvement in teaching Lack of supervision and administrations

Research Findings 4 Changes among teachers in a project-based community Teacher beliefs Interest in students Confidence built up with the group support Commitment in teaching and the profession Factors that contribute to the changes Commitment and models Mutual support and interactions Equal relationship among members Stimulations from the students

Research Findings 5 Teachers’ commitment and beliefs can be cultivated through formal education. Educational concepts should be the foundations for professional development.

Subjects Covered in the Course Basic educational concepts Critical thinking Constructive thinking Moral education Rational thinking Humanistic education Understanding Social Constructivism/Social Interactions Foreign language education

Discussion The different programs of PD under study are found to be useful and necessary. Different PD programs should target at teachers in different needs.

Discussion (continued) In teacher development programs Short-term Theme-based Participants’ involvement Highly interactive Adjustment to learners’ needs

Discussion (continued) Basic components to be incorporated in PD Commitment/professional awareness Language competence Pedagogical content competence Competence in research PD should aim at general improvement of teachers in these aspects.

Discussion (continued) Teachers learn most effectively in practice with a supportive learning community. Professional development can be achieved through collective preparation, classroom observation and teacher interaction and reflection. A commitment to education is the foundation for professional development.

Discussion (continued) Teachers’ commitment could be cultivated and beliefs changed. Professional development should start with the cultivation of teacher commitment and the awareness-raising. Teachers influence the students more by what they do in the classroom than by what they say.

Implication Teachers at various stages have different needs Surviving stage: Teaching-related competence Developing stage: Professional understanding and general competence Knowing stage: Teaching and research competence

A Proposed Scheme for PD of CUTE Surviving Stage (1-3Years) Developing Stage（4-6Years） Knowing Stage(7-9Years)

Expert and Novelty Teachers Working Together Surviving Stage Positive Environment Expert and Novelty Teachers Working Together

…… Learners and Learning Process Pedagogical Content Knowledge Educational Foundations Language Competence …… Developing Stage

…… Developing Stage Research Methods SLA Theory and Practice Cross-Cultural Communication Research Methods SLA Theory and Practice Linguistics and Applied Linguistics Curriculum and Classroom Management …… Developing Stage

Project-based Teaching and Research Activities Visiting-Scholars Program Study Abroad Positive Environment Knowing Stage

高校英语教师在职教育与发展模式构想

Concluding Remarks Overall planning for PD Ministry of Education Local administrative department Promoting sustained PD Institutional Social Individual

Institutional Support To put into operation a mechanism that encourages professional development To target each program at the right group Reform the current promotion policy

The Promotion Policy should encourage both teaching and research in higher education should allow space for teachers to develop what they are best at should provide teachers with outstanding teaching performances access to professorship

A Major Source of Confusion Split loyalty Responsible for the students Responsible for their own future A reluctant but definite choice More concerned for publications than for good teaching More efforts in teaching higher level of students than undergraduates

Social /Administrative Support Good administrative vision for a long-term plan for PD among its faculty members Positive community support for PD Institutional accommodations for active teacher/student and teacher/teacher interactions

Driving Force for PD Strong commitment to education Commitment to excellence Clear and specific focus in one’s plan Reflective Self-initiated learning

Towards an Understanding of Teachers as Individuals and as a Social Group more educated secured opinionated Individualistic- oriented confident Teachers as a Social Group enjoy more social respect than administrative respect suffer from higher social and administrative expectations work under greater pressure for success remain the voiceless and the most frustrated group

Teachers as Institutionalized Loners Individual work in spite of their work affiliations Tend to be overwhelmed by their work and life Left in frustrations to overlook their professional obligations Self-abased / pathetic view of themselves

The Need for Empowerment Empowering and empowered Draw strength and support from the their own community The mission to influence the minds of the future leaders of this country The sense of social responsibility PD is not a matter of individual choice but a social obligation.

Empowerment Comes from Within The fundamentals Critical understanding of the time Commitment to the profession Overall character development Self-empowerment through professional development God helps those who help themselves.

Grasping the Key Link Once the key link is grasped, everything falls into place. Once we know who we are and what our social responsibility is, we will have the will and plan for our own professional development.

Acknowledgement Needs Analysis Dute2001 Liu Runqing Wang Wei Wu Yi’an Visiting Scholar Program Yang Wenwei Wang Wenying Wang Xiaohua Zhao Chunjuan A Learning Community Program Cao Rongping Wang Wenfeng Chen Xuefen Li Liwen Zhang Xiaoyi Needs Analysis Liu Runqing Wu Yi’an Wang Wenfeng Cao Man Dute2001 Wang Wei

Thank You! zhouyan@bfsu.edu.cn