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Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research

This study explores the impact of action research on Chinese pre-service teachers, addressing issues of social and educational equity. The methodology involves case studies, interviews, and observations, focusing on cognitive, social, and emotional demands. The study aims to empower teachers to better understand classroom dynamics and student needs. Conclusions highlight the importance of reflection and ongoing development, while future research suggests targeting non-native English-speaking teachers.

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Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research

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  1. Addressing the Needs of Chinese Pre-service Teachers through Collaborative Action Research NECTFL, 2010 New York, NY Rachel Grant George Mason University

  2. PURPOSE OF CURRENT STUDY • Designed to • Explore research about research • Describe process of action research • Discuss impact on two Chinese pre-service teachers

  3. METHODOLOGY Case study: involving two subjects • Interviews • Conferences (individual and small group) • Observation of the action research development process • Subjects’ reflections on process of action research

  4. PARTICIPANTS • 2 pre-service EFL teachers • Graduate level students • Capstone research course • English language learners

  5. QUESTIONS • What is the interface of what happens when teachers use action research to better understand issues of social and educational equity from inside classroom and schools? • What interrelated cognitive, social, and emotional demands of learning face Chinese pre-service teachers whose socio-cultural and socio-historical orientations to teaching and learning differ from ESL and EFL teacher preparation in the US?

  6. Developmental Model (Lui, 2004) • Puzzlement • Endeavor • Empowerment

  7. Puzzlement • How do I feel when my self- confidence is challenged in the target culture?

  8. Endeavor • How did I attempt to develop adaptive cultural transformative competence and create multiple identities?

  9. Empowerment • What did I do as a NNES teacher to empower my students to learn?

  10. CONCLUSIONS TO DATE • Encourage reflection • Accentuate native speaker resources • Boost confidence by addressing areas of need • Reinforce need for ongoing language and writing development

  11. FUTURE RESEARCH • Continue process using small group of NNES • Target NNES teacher in NES teacher group

  12. References • Kamhi-Stein, L.D. (Ed.) (2004). Learning and teaching from experience: Perspectives on nonnative English-speaking professionals. Ann Arbor, MI: The University of Michigan Press.

  13. References • Braine, G. (Ed.)(1999). Non-native educators in English language teaching. Mahwah, NJ: Lawrence Erlbaum. • Liu, J. (Ed.) (2007). English language teaching in China: New approaches, perspectives and standards. London, UK: Continuum International Publishing Group.

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