Teachers as learners - insider accounts of learning in an Australian immersion course for Chinese Teachers of English
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Meeting requirements for English Proficiency is a challenge for Hong Kong’s teachers of English. An Australian in-service education and training program (INSET) for Chinese L1 teachers is in place to meet this challenge. The question is whether delivery of INSET in Australia leads to participant perceptions of the experience as gainful in terms of pedagogy and cultural knowledge as well as in fulfilling linguistic goals. The researcher indicates a positive response from the case study reported here. The case was designed to test an ongoing evaluation by Hong Kong teachers and the researcher-participant of the program and its consequences. One of the teachers provided the data reported in this paper as part of the larger case. Existing knowledge was reviewed in a literature search spanning internationalisation imperatives for Hong Kong and Australia, the history and implementation of INSET, and the significance of an individual’s personal history. Multiple forms of reflective data were gathered throughout the immersion experience to gather insights into the target participant’s perceptions of learning. These data indicated the learner’s perception of strong positive growth in English proficiency, which might have been expected given the purpose of INSET. However, they also revealed that she learned much about pedagogy and culture, providing insights into intercultural negotiation and learning. The result is important because of its insight into a means by which INSET providers might structure ongoing feedback and assessment of their intentions. Its adaptation to other students, other INSET implementations and locations is worthy of further research and discussion.
International Council on Education for Teaching (ICET) World Assembly 2004
© 2004 International Council on Education for Teaching. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.