<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.</p></abstract>

Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that there are serious problems with the current training model and that teachers have a very high expectation of being involved in the Professional Graduate Certificate in Education.

Perspectives on English teacher development in rural primary schools in China

Associate Professor Jiaxing University College of Foreign Languages 56 Yuexiu Road (South) Jiaxing, Zhejiang Province 314001 China

Journal of Pedagogy

{"article-title":"Perspectives on English teacher development in rural primary schools in China"}

Questionnaires are used to examine Chinese rural primary school English teachers’ needs and challenges and perceptions in the implementation of Standards for...

Perspectives on English teacher development in rural primary schools in China

Online veröffentlicht: 31. Dez. 2013

Seitenbereich: 208 - 219

DOI: https://doi.org/10.2478/jped-2013-0011

Schlüsselwörter
rural school teachers of English, PGCE, curriculum innovation, professional development

This content is open access.

Perspectives on English teacher development in rural primary schools in China

Online veröffentlicht: 31. Dez. 2013

Seitenbereich: 208 - 219

DOI: https://doi.org/10.2478/jped-2013-0011

Schlüsselwörterrural school teachers of English, PGCE, curriculum innovation, professional development

This content is open access.

Schlüsselwörter
rural school teachers of English, PGCE, curriculum innovation, professional development