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This up-close look at Chinese ESL teachers documents undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.
List of contents
Acknowledgments
Introduction: Situating Chinese English Language Teacher Training and Professional Development in Research and Policy
Faridah Pawan
Chapter 1: "Filling the Pail Before the Cup": Preparing to Be a Teacher
Miao Pei, Faridah Pawan, and Wei Jin
Chapter 2: Student Teaching: "All the Sour, Sweet, Bitter, and Pungent Flavors Must Be Tested"
Miao Pei and Wei Jin
Chapter 3: Permanent Teacher Qualifications: "Surviving Within the Iron Rice Bowl"
Wenfang Fan, Ge Wang, and Xin Chen
Chapter 4: Master-Novice (Shifu-Tudi) Teacher Relationships: Acquiring Knowledge From the Backbone of Experience
Wenfang Fan
Chapter 5: School-Based Professional Development With "Jiaoyanzu" Peers: Learning With Brothers and Sisters
Faridah Pawan and Wenfang Fan
Chapter 6: High-Stakes Public Teaching Competitions: Failure Is Not Falling but Failure Is Not Fetting up From Each Fall
Faridah Pawan
Chapter 7: The National Guo Pei Project for Rural Teachers: Opening Doors So That Others May Enter
Miao Pei and Wei Jin
Chapter 8: English Teacher Development in Rural and Ethnically Diverse Areas: Sowers Action Seeding the Fields
Ge Wang
Chapter 9: The Visiting Scholars Program: Adding a Flower to a Brocade
Faridah Pawan and Xin Chen
Chapter 10: New Chinese Education Reform Targets English: U.S. and Chinese Scholars’ Perspectives
Faridah Pawan and Niya Yuan
Index
About the author
Faridah Pawan is a professor in ESL/EFL teacher education in the Department of Literacy, Culture, and Language Education in the School of Education at Indiana University, USA.
Wenfang Fan is a professor in the Department of Foreign Languages at Tsinghua University, People's Republic of China.
Miao Pei is an associate professor in language pedagogy at the Center for Teacher Education Research in the Faculty of Education at Beijing Normal University, People's Republic of China.
Summary
This look at Chinese ESL teachers documents undertakings to support their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based approaches, and traditional and 21st-century teaching visions.
