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Understanding the impact of INSET on teacher change in China
正題名/作者 ： Understanding the impact of INSET on teacher change in China/ by Ming Li.
作者 ： Li, Ming.
出版者 ： Singapore :Palgrave Macmillan,2019.
面頁冊數 ： xi, 159 p. :ill., digital ;24 cm.
Contained By ： Springer eBooks
標題 ： English language - Study and teaching - China. -
電子資源 ： 線上閱讀(Springer)
ISBN ： 9789811333118$q(electronic bk.)
ISBN ： 9789811333101$q(paper)
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245 10$aUnderstanding the impact of INSET on teacher change in China$h[electronic resource] /$cby Ming Li.
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300 $axi, 159 p. :$bill., digital ;$c24 cm.
505 0 $aIntroduction -- Educational reform and teacher education: A theoretical overview -- Teacher learning research: A critical overview -- The study of teacher learning on INSET -- Case studies: Teachers' experiences of change -- Teacher learning: A multifaceted, situated and dynamic process -- INSET: Essential but insufficient catalyst for teacher change -- Conclusion.
520 $aThis pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.
650 0$aEnglish language$xStudy and teaching$zChina.$3466434
650 0$aCurriculum change$zChina.$3538760
650 14$aTeaching and Teacher Education.$3402801
650 24$aSociology of Education.$3402347
650 24$aLearning & Instruction.$3402800
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Li, Ming.
Understanding the impact of INSET on teacher change in China[electronic resource] /by Ming Li. - Singapore :Palgrave Macmillan,2019. - xi, 159 p. :ill., digital ;24 cm.
Introduction -- Educational reform and teacher education: A theoretical overview -- Teacher learning research: A critical overview -- The study of teacher learning on INSET -- Case studies: Teachers' experiences of change -- Teacher learning: A multifaceted, situated and dynamic process -- INSET: Essential but insufficient catalyst for teacher change -- Conclusion.
This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.
ISBN: 9789811333118$q(electronic bk.)Subjects--Topical Terms:
466434
English language
--Study and teaching--China.
LC Class. No.: PE1068.C6 / L586 2019
Dewey Class. No.: 428.0071051
Understanding the impact of INSET on teacher change in China[electronic resource] /by Ming Li. - Singapore :Palgrave Macmillan,2019. - xi, 159 p. :ill., digital ;24 cm.
Introduction -- Educational reform and teacher education: A theoretical overview -- Teacher learning research: A critical overview -- The study of teacher learning on INSET -- Case studies: Teachers' experiences of change -- Teacher learning: A multifaceted, situated and dynamic process -- INSET: Essential but insufficient catalyst for teacher change -- Conclusion.
This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike.
ISBN: 9789811333118$q(electronic bk.)Subjects--Topical Terms:
466434
English language
--Study and teaching--China.
LC Class. No.: PE1068.C6 / L586 2019
Dewey Class. No.: 428.0071051
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