专题研讨：Learner/teacher identity and autonomy
发言专家：
Xu Jinfen (徐锦芬) (Chair),
Huazhong University of Science and Technology, Hubei
Dong Jinwei (董金伟), Guangdong
University of Foreign Studies, Guangdong
Understanding tertiary EFL teacher learning
and teacher identity development: A cultural historical activity theory
perspective
Xu Jinfen (徐锦芬), Huazhong
University of Science and Technology, Hubei
Teacher learning and teacher identity have
recently gained considerable attention in second language teacher education
research for their vital roles in understanding teacher development, yet the
connections between these two constructs are yet to be fully examined. To fill
this gap, a study, drawing upon cultural historical activity theory, was
conducted to explore two tertiary EFL teachers’ learning to teach and how they
develop their identities by negotiating and navigating contradictions in their
teaching and learning process. Multiple data sources included interviews,
classroom observations, academic salon discussion observations, reflective
journals and relevant documents. The findings reveal that teacher learning is
an expansive learning process driven by multiple contradictions. Facing these
contradictions, teachers exert their agency and cross various boundaries, which
eventually promote their identity changes and development. The findings provide
implications for further research on teacher learning and teacher identity.
专家简介：Xu Jinfen （徐锦芬）is a professor of applied linguistics and PhD supervisor at Huazhong
University of Science and Technology, Hubei, China. She is vice president of
the Second Language Acquisition Research Association, standing director of the
China National Association of EFL Writing Teaching and Research, standing
director of the National Committee on Foreign Language Teacher Education and
Development, and the chief editor of Foreign Language Teaching and Learning.
She is also on the editorial board of Language Teaching Research and System.
Promoting EFL teacher development through
the “TEAM” building: A case study of SEE for 20 Years
Dong Jinwei (董金伟), Guangdong
University of Foreign Studies, Guangdong
Based on the 11 learning strategies
proposed by Richards and Farrell (2005), this study reviews the exploration and
practice in promoting EFL teacher development at the School of English
Education (SEE), G University. SEE witnesses its progress through the
development of its faculty. This development not only lies in an increase in
the number of teachers from the original 46 in 2001 to 146 at present, but in
the improvement of their overall qualifications, their research ability and
achievements, and their teaching performance and awards earned. The development
of teachers mainly results from the notion of its “TEAM” building—namely,
Trust, Empowerment, Action and Morality. As a community centered around
practice and learning, SEE has been promoting, proving and enjoying the
development of its teachers as well as expanding in its own right over the past
20 years.
专家简介：Dong Jinwei (董金伟) is a professor
and Dean of School of English Education at Guangdong University of Foreign
Studies. He has been awarded the first prize in teaching achievement in
Guangdong province twice. He was a visiting scholar at the University of
Toronto in 2004, at the University of Pennsylvania during the 2005-2006
academic year, and at Coventry University in 2013. He has over 20 articles
published and has completed more than a dozen grant-funded research projects.
发言题目：Teaching
reading and writing SCI journal research articles for publication: methodology and
implications
In
China there is a pressing need for writing for international publication among
both faculty and university students in tertiary institutions. Based on the
four years’ workshops of writing SCI journal articles for publication at Fudan,
this talk will focus on i) the necessity of teaching students to write research
articles for publication, the training which could not be replaced by the
courses of writing for academic degrees as journal research articles and
theses/dissertations are different genres；ii) the
methodology of the training by elaborating on using the genre analysis framework and move identification tasks, which could effectively enhance
learners’ reading and writing ability and iii) the
implications of the provision. For instance, it could facilitate the
development of English-Medium Instruction (EMI), improve both teachers and
students’ ability of research and innovation, produce an anti-driving effect on
the paradigm shift in universities and college from General English to English
for specific purposes and overcome the constraints which the U.S government
places on Chinese scholars and students studying science and technology in
America.
简介：Jigang Cai (蔡基刚) is professor of Foreign
Languages and Literature Department of Fudan University, China. He is
Chair of the Advisory Committee on College English Education of Shanghai
Municipal Education Commission, President of the China ESP and President of
China EAP Association. He is a past vice chair of the Advisory Committee on
College English Education of China Ministry of Education. His research interest
includes contrastive linguistics and research publication.
发言专家：Zhang Kun (张鲲), 中国教育学会外语专业委员会
发言题目：How to organize large-scale group of series delivering English teaching activities
To promote the English teaching in junior high school, and to make local teachers know more English teaching theory and teaching skills,the Education Institute of Science in Xinjiang successfully carried out large series of training activities for the junior middle school English teachers in Xinjiang in 2019.
专家简介：Zhang Kun （张鲲）once studied in the UK. And now the director of national foreign language professional committee , director of Xinjiang education committee, secretary general and executive vice president of Foreign Language Committee in Xinjiang. In 2014 the fourth national excellent teacher of China Foreign Language Teaching Professional Committee; Got the title of national famous foreign language teacher in 2017. Master Tutor of Xinjiang Normal University.
工作坊：Innovation and reform of continuing education for teachers
发言专家：
Wang Jue (王珏), The Primary School Branch of Shanghai Foreign Language Teaching, Shanghai
Chen Runman (陈闰曼), Lingzhi Primary school in Bao’an District, Guangdong
Lin Liqing (林立青), Shenzhen Bao’an District Teachers’ Research Institute, Guangdong
Wu Dianxia (吴殿霞), Xin’an Fanshen Primary School, Guangdong
发言摘要：The requirements of school curricula and teaching in the new era call for the reform of teacher education. Teachers are not only designers of school curricula, but also implementers of teaching. This professional characteristic poses a significant challenge to whether teachers have “creative” learning ability and “thinking” learning ability. Therefore, the continuing education for teachers should undergo goal reorientation and focus on growth to promote the development of teachers. Moreover, the rapid development and popularization of information technology in the 21st century has also affected the implementation of the continuing education for teachers. This is especially true in the aftermath of the COVID-19 outbreak, which led to an unprecedented demand in online training. This workshop plans to invite educators, administrators and experienced teachers to address these issues for the participating teachers through case analysis, interactive discussion, and experience and resource sharing.
专家简介：
Wang Jue （王珏）currently serves as vice-president of the Primary School Branch of Shanghai Foreign Language Teaching Council for Primary and Secondary School. She is a member of the 2nd and 3rd expert groups of Shanghai Famous Primary English Teacher Base, a judge and commentator of 7th, 8th and 9th National Primary School English Teaching Contests, and a member of the National Primary and Secondary English Teacher Training Outline Revision Group.
Chen Runman （陈闰曼）is a member of “kindling project” of Bao’an district, Shenzhen, China. She works as the head of the English department at Lingzhi Primary school in Bao’an, Shenzhen. Chen has been awarded “Outstanding Teacher”, “Excellent Member of CPC” and other titles at the district, city and national levels.
Lin Liqing is （林立青）a management cadre of Shenzhen Baoan District Teachers’ Research Institute. She has served in the teaching management of the Ministry of International Education at primary schools, adult cultural and technical schools and the Centre for Educational Development.
Wu Dianxia （吴殿霞）is an English teacher as well as the director of teaching department of Xin'an Fanshen Primary School, Shenzhen. Wu is one of the prominent teacher in Bao'an district, who owns her own English teaching studio.
专题研讨：Teacher education and professional
development
发言专家：
Gao Hongde (高洪德) (Chair), Institute of
Education Sciences, Shandong
Ji Ying (纪颖), University of Cambridge,
UK
Yuan Kaihao (袁恺豪), Shantou University,
Guangdong
发言专家：Gao Hongde (高洪德), Institute of Education Sciences, Shandong
发言题目：Some suggestions on the professional development of English teachers for the cultivation of students’ key competences
The basic foreign language education in China has entered a new period of “core literacy” cultivation. The new curriculum goal, content, and implementation method require English teachers with higher professional accomplishments. As a result, professional development for English teachers faces new challenges. This speech analyzes the new mission and problems of school English teachers and offers suggestions to improve their professional competence.
专家简介：Gao Hongde （高洪德） is a special-grade teacher at the Institute of Education Sciences in Shandong Province. He used to be an English teaching researcher and a deputy director for the provincial teaching and research department. He is the chief editor of two English textbooks and vice president of the National Association of Foreign Language Education of China Education Society.
Does
teacher engagement matter? Exploring the relationship between teacher engagement
in professional development and teaching practice
Ji Ying (纪颖), University of Cambridge,
UK
This research aims to
explore the relationship between teacher engagement in professional development
(PD) and their teaching practice as a means to identify the factors that may
facilitate teachers’ engagement or disaffection with PD. It is also hoped that
the conclusions drawn from this research will be helpful for stakeholders to
enhance PD’s efficacy by optimizing teacher engagement. To address this research
question, Ji examines three relevant sub-questions:
1. Which are the most
effective models for engaging teachers in professional development?
2. What are the factors
that affect teachers’ engagement in professional development?
3. How does teachers’
engagement in professional development affect their teaching practice?
Ji
Ying is a Ph.D. candidate
at the University of Cambridge, UK, and is an expert consultant for the Foreign
Language Association of Liao Ning, China. She has won the Outstanding Teacher
Award in Shenyang, China, and is currently an academic advisor for Meris
Education, London, UK.
Novice
university EFL teachers’ professional development through teacher study groups:
the changing collaborative learning community and individual identities
Yuan Kaihao (袁恺豪), Shantou University,
Guangdong
This research adopted
the activity theory and used a qualitative case study methodology to
investigate five novice university EFL teachers’ professional development
through participation in a teacher study group at the beginning of their
careers. The study utilizes several types of data, including audiotapes of the
study group’s meetings, semi-structured one-to-one interviews with stimulated
recalls, and the researcher’s observation notes of the meetings. The findings
illustrate how novice EFL teachers gain multi-dimensional professional
development and forge their teacher identity within the study group. Moreover,
how participants construct and react to the study group increasingly reflects
the changes in the learning community.
Yuan
Kaihao is an English language
instructor at Shantou University. He holds an M.Ed. in curriculum and
instruction with a specialization in English Language Education from the
University of Macau, China. His research interests include English language
teacher education, teacher identity, professional development, and second
language writing.
