Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development

IF 1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Chinese Journal of Applied Linguistics Pub Date : 2021-12-01 DOI:10.1515/CJAL-2021-0028

L. Zhang

{"title":"Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development","authors":"L. Zhang","doi":"10.1515/CJAL-2021-0028","DOIUrl":null,"url":null,"abstract":"Abstract Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching (PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language (ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"435 - 450"},"PeriodicalIF":1.0000,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"13","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Journal of Applied Linguistics","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1515/CJAL-2021-0028","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 13

Abstract

Abstract Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching (PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language (ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

查看原文本刊更多论文

语言教师教育的课程创新:PGDELT项目对英语教师持续专业发展贡献的思考

教师初始准备和教师持续专业发展是教师教育事业的两大支柱。前者包括文凭、学士学位、研究生文凭甚至教师执照目的的硕士学位等层次的广泛教师教育举措。这些在文献中有广泛的记载。重要的是教师专业发展如何有助于加强教师教育力量，由于不同的教育系统对教师专业发展项目的期望与支持教师专业发展项目设计和课程提供的意识形态和理论有关，这方面的文献相对较少。新加坡一所一流的教师教育机构开设了英语语言教学研究生文凭课程(PGDELT)，该课程为教师的持续专业发展提供了31年的历史，已成功为中国的高等院校培养了1000多名英语教师。作为该课程的前学生和讲师，我打算强调它的一些主要特点。为语言教师教育项目的可持续发展提供启示，特别是那些主要目的是培养英语作为第二语言或外语教师(ESL/EFL)并为这些在职教师提供持续专业发展机会的项目。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Chinese Journal of Applied Linguistics EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.50

自引率

0.00%

发文量

377

期刊介绍： The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]). The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.