Abstract
The chapter presents the experience of Chinese in-service teachers of English who participated in a professional development program in Australia. After articulating the need and the challenge in teacher development in context, it reports a research project based on a ten-week teacher development program at Monash University which annually hosts Chinese teachers. The study examines the teachers’ experience with the program in terms of satisfaction, need, difficulty, criticism, and aspiration. The discussion highlights areas of consideration and offers recommendations to not only serve the teachers’ efficient development but also assist Australian institutions in developing new strategies for teachers to improve English pedagogy in schools or institutions. The study reveals the teachers’ reflection on the design, components, and delivery quality.
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References
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Bao, D. (2021). Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials. In: Ahmed, A., Barnawi, O. (eds) Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64140-5_6
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DOI: https://doi.org/10.1007/978-3-030-64140-5_6
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