Bøger af Yulong Li

This book adopts a qualitative research methodology to explore novice teachers¿ professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth, semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be reading material for courses such as Qualitative Research Methodology and would be beneficial for undergraduate and postgraduate students learning qualitative research.In addition, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions that developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. Third, more development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts.

The number of kindergartens is swelling in China, particularly private kindergartens, taking up two-thirds of early childhood education institutions nationwide. The quality of teaching in private kindergartens is positively linked to the levels of teachers¿ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher¿s professional competence is one of the vital approaches. Teacher¿s professional competence can be enhanced via effective CPD activities. Therefore, this study aimed to explore the impacts of CPD activities on Chinese private kindergarten teachers¿ professional competence and to identify to what extent, teachers can turn their professional competence into practice. A qualitative approach was adopted in this research. 18 kindergarten teachers and three kindergarten principals were selected as participants from three private kindergartens in Shenzhen. The findings showed that CPD activities can profoundly impact kindergarten teachers¿ professional competence¿ professional attitude, knowledge, and skills. They can also help teachers to be more inclusive and positive in their teaching. They also enabled teachers to learn various knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children¿s parents. In addition, it was found that private kindergarten teachers would stay at different stages in turning their professional competence into practice. This process of turning professional competence into practice can be influenced by four levels of factors: teacher-level factors, classroom-level factors, school-level factors, and family-level factors. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers¿ CPD in China. It also has implications for the practice relevant to private kindergarten teachers, principals, and policymakers. ¿From continuing professional development to classroom practice: on the journey of teachers in Chinese private kindergartens¿ is covered by the following services:¿ Baidu Scholar¿ Bayerische Staatsbibliothek¿ BDS¿ BoD¿ Bowker Book Data¿ CNKI Scholar (China National Knowledge Infrastructure)¿ Dimensions¿ EBSCO¿ ExLibris¿ Google Books¿ Google Scholar¿ Naviga¿ ReadCube¿ Semantic Scholar¿ TDOne (TDNet)¿ WorldCat (OCLC)¿ X-MOLAdditionally, the proceedings volume is registered and indexed in the Crossref database and accessible on Amazon.

This open access book provides anthropological insights into the arduous yet rewarding journeys involved in selected TESOL teachers' pedagogical transition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the largest metropolitan area in China.