ABSTRACT
This chapter provides a review of current evidence and debates on the preparation and training of English teachers in mainland China, especially given the ASEAN Plus Three context. Given the lack of detailed empirical evidence on this topic, it also presents new findings from a UK Department for International Development (UKAID)–funded project, ‘Improving Teacher Development and Educational Quality in China’ (ITDEQC). The research investigates the nature and extent of teachers’ professional development and learning in mainland China as well as the existence and relevance of professional learning communities (PLCs) in Chinese schools. Overall, the project seeks to provide quality data to enhance understanding of teacher development and learning, and how these aspects relate to school effectiveness and improvement. The results presented focus on survey responses from 2,647 English teachers, including newly qualified teachers, from 100+ schools in three regions. The findings indicate that novice English teachers’ professional development needs are considerable, in part due to the limited nature of pre-service and in-service teacher training programmes in China. However, the extent to which these needs are met varies across regions. Moreover, the potential for PLCs to play a significant role in supporting and facilitating teachers’ professional development and encouraging more meaningful feedback and new-curriculum-related teaching practices is highlighted, especially for novice teachers and those in rural areas. The implications of the findings are discussed in terms of improving English teacher preparation and development policy and practice in China.
