Chinese English Teachers’ Career Advancement and Professional Development through a Teacher Education Program in a Korean Context
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This study explored 13 Chinese teachers’ identity as a non-native English speaker and their efforts and motivation for career advancement and professional development. In addition, differences and similarities of English education between Korea and China were compared. They participated in an English Education program for a doctoral degree at a local university in Korea. Data for the study were collected through a reflection paper, a personal interview and class observations. Some of the main findings are as follows. First, their identity as non-native English speaking teacher was less confident as they put too much emphasis on native-like pronunciation. Second, they all wanted to continue their education for career advancement in the future and desired to have various activities including writing research papers or participate in conferences for their professional development. Third, the way Chinese government tries to develop English tests to measure students’ development more accurately and appropriately was an interesting point to pay attention.
Abstract
This study explored 13 Chinese teachers’ identity as a non-native English speaker and their efforts and motivation for career advancement and professional development. In addition, differences and similarities of English education between Korea and China were compared. They participated in an English Education program for a doctoral degree at a local university in Korea. Data for the study were collected through a reflection paper, a personal interview and class observations. Some of the main findings are as follows. First, their identity as non-native English speaking teacher was less confident as they put too much emphasis on native-like pronunciation. Second, they all wanted to continue their education for career advancement in the future and desired to have various activities including writing research papers or participate in conferences for their professional development. Third, the way Chinese government tries to develop English tests to measure students’ development more accurately and appropriately was an interesting point to pay attention.
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