1. Optimizing the Limited Resources for More Efficiency in Teacher Development Programs in China
ZHOU Yan
National Research Centre for
Foreign Language Education
BFSU

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

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

4. 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?

5. 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)

6. 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

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

8. 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
Needs analysis
2001
A month-long summer institute
A Visiting Scholar Program
A learning community of teachers
An MA course for professional development
Write-up
2006
To observe how teachers develop themselves in action
To provide the educational foundations for PD

9. 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

10. 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.

11. 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)

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

13. 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%

14. Important Conditions for Successful Teaching:

15. 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.

16. 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

17. 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

18. 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

19. 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.

20. 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

21. 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

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

23. 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

24. 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.

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

26. 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.

27. 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.

28. 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.

29. 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

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

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

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

33. …… 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

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

35. 高校英语教师在职教育与发展模式构想

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

37. 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

38. 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

39. 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

40. 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

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

42. 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

43. 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

44. 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.

45. 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.

46. 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.

47. 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

48. Thank You!