Respectful encounters

Viete, Rosemary; Peeler, Eleanor Elizabeth

doi:10.1163/9789087901257_015

Cited by 3 publications

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“…Central to the debate regarding professional development programs are questions about what constitutes good quality teaching, how to develop (and subsequently evaluate) the teaching workforce and how to place students at the centre (Viete & Peeler, 2007;Chen & Fang, 2013;Peng et al, 2014). This paper seeks to contribute to the burgeoning research on teacher quality and teacher development in Asia by drawing on selected findings from a case study conducted at a university in China.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

Eur. j. lang. lit. stud.

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This case study is set in the context of globalisation, framing its analysis of issues relating to professional development of teachers of English language in China against the global background of English language teaching reform. In Asia generally, and particularly in China, where the focus of education in recent years has shifted from access to quality of teaching and learning, an existing plethora of underqualified teaching staff, mainly because of rapid higher education expansion, constitutes a major barrier to regular participation in professional development programs. Barriers identified as impacting on the provision of good quality teaching arose, largely, from the pressures due to the demands of curriculum reform and the often-changing expectations of university leadership, which highlighted tensions between a traditional reliance on the primacy of exam results and a newer demand for holistic development and lifelong learning. Following a review of the literature on aspects of teacher professional development, and a discussion of the current policy context in China, a range of findings will be used to illustrate common stakeholder expectations, as well as teacher beliefs and practice. The analysis of the narratives uncovers issues of identity and power, in the shaping of the participants' practice and professional trajectories. The analysis provides illustration of how limitation in professional participation can result in limitation of innovative practice. Concerns regarding barriers to further development are also highlighted. The study offers recommendations to promote innovative practice which can support more effective teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Untitled

2018

Eur. j. lang. lit. stud.

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Contextualization of Communicative Language Teaching in Confucian Heritage Culture: Challenging Pedagogic Dichotomization

Han

2022

Sage Open

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Based on the comprehensive comparison of the principles of communicative language teaching (CLT) and the pedagogic ideas of Confucian heritage culture (CHC), this study discusses the conceptual common ground, where both principles can be reconciled, and considers practical, negotiated pedagogic forms with the suggestion of some cases of contextualization of CLT in CHC. In summary, CLT and CHC can be reconciled in their pursuit of education for the whole person, cooperative learning, teaching language structures and content, and task completion orientation. Thus, by distributing more responsibilities to learners and encouraging their participation, students in CHC can experience more communicative lessons. By balancing teaching language forms and content, they can learn language in a more comprehensive way, and by applying task-based learning with precise procedures and controls, their task-orientation tendency can enable students to participate in more communicative activities. These comprehensions and discussions, as a challenge to pedagogic dichotomization, will help English teachers in CHC or intercultural classrooms to flexibly construct context-sensitive pedagogies.

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Problem as Opportunity: Metacognitive Learning for Doctoral Students During the Pandemic

Chowdhury

2021

JFS

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Our pre-pandemic hubris of touting our times as an advanced digital age has given way to misgivings and scepticism as we slowly realise the limits of technological advances and how our teaching and learning practices have not been able to completely sever from age-old traditions. With unprecedented changes triggered by the global pandemic which saw schools close and move on to online spaces within the span of a few weeks all the world over, there has been a flurry of academic research into student disengagement, better integration of technology and best practices in adaptation of teaching and learning. However, much less attention has been paid to the needs of educators themselves as learners, such as those engaged in the essentially solitary experience of doctoral studies, often characterised by writer’s block, procrastination or lack of motivation. Yet the COVID-19 scenario has opened up splendid and unprecedented opportunities for reflection into our own practices. This paper critically considers the value of metacognition and self-regulated learning which current circumstances can nurture in unique ways. Studies have shown that the use of metacognitive strategies - which help learners understand their own learning - can amount to several months of progress. Much more than just learning to learn, such strategies also activate prior knowledge and make learners become higher-order agents overlooking their own learning while also being part of it, thereby leading to independent and transferrable practice. Drawing on anecdotal case studies of the presenter’s doctoral students, the paper will offer insights into ways in which early-career researchers can become effective and self-regulated learners who can take control of their own cognitive and motivational processes in planning, monitoring and evaluating skills and practices. In particular, the paper will propose guidelines through which a “securitization” can be achieved for a “post-pandemic pedagogy” (Murphy, 2020) for doctoral studies.

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Respectful encounters

Cited by 3 publications

References 0 publications

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Contextualization of Communicative Language Teaching in Confucian Heritage Culture: Challenging Pedagogic Dichotomization

Problem as Opportunity: Metacognitive Learning for Doctoral Students During the Pandemic

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