Understanding the Impact of INSET on Teacher Change in China by Ming Li

Author:Ming Li
Language: eng
Format: epub, pdf
ISBN: 9789811333118
Publisher: Springer Singapore

His words did not explain clearly why he refused students to use their own words for grammar practice. Theoretically, student-centredness and controlled practice are not mutually exclusive. But Qiang’s emphasis on grammar learning hindered students’ free use of language and could have impacted their understanding of grammar learning. This could be taken as an example of incongruence between the training input and Qiang’s practice.

For classroom language use, Qiang had already formed his belief before the INSET course that teachers’ use of language in class was an important source for students’ language learning. In the observations before and after the INSET course, Qiang used English as instructional medium and presented congruence between his beliefs and the reform ideas. But conflict between his belief in classroom language use and the reality also existed. Sometimes Qiang used Chinese to present and help student remember language rules since “using Chinese makes it easier and takes less time” (QI7: 45–46). He mainly mentioned two reasons for using Chinese: meeting students’ expectations and enhancing their learning results. It implied a conflict between his beliefs in classroom language use where he believed in the importance of teaches’ using English as a learning source for students while valued the effectiveness of using Chinese in students’ learning results.

From the contextual factors which influenced his belief, it could be found that existing assessment system was the biggest source of pressure both teachers and students had to endure and Qiang’s beliefs about using Chinese as instructional medium were also rooted in it:The course gave me some clues to think more about my own ideas… I know it is not an easy problem to solve if the whole educational system does not change. (QI7: 55–58)

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