Category Archives: Language Teacher Education

Empathy vs sympathy

‘Emaphty’ has been used often over the last few years. This short article may give a understanding of this concept.

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Activating empathy: Language teacher education through a Chinese course

Mr. Weiming Liu & Dr. Ann Devitt

Abstract

The qualitative research project reported here provided a description of part of a language teacher education programme. The role of empathy was emphasised as an attribute in 16 trainee-teachers’ professional development through a Chinese language taster course. Chinese was chosen as an exotic language. Peer teaching was implemented in order to maximise trainee-teachers’ engagement in the course. The project was designed to increase trainee-teachers’ awareness of their school pupils’ learning activities and strengthen their attachment to their pupils. Trainee-teachers’ empathetic development involved their motivational reasoning, affective empathy and cognitive empathy. Data sources in the current paper included student weekly reflective journals and final group reports. The authors attempted to attest the activation of empathy as an approach to language teacher education and examine the rationale for choosing Chinese in such a setting. The results from this project also suggested the possibility of creating contexts in which Chinese language teachers may exercise their empathetic dispositions.

Keywords: Empathy, Peer Teaching, Chinese Language, Language Teacher Education

行动研究法与汉语教师培训

Mr. Weiming Liu & Dr. Ann Devitt

本文所涉及的汉语教学单位为都柏林圣三一大学教育学院,其每年开设的汉语课程周期为五到七周。此汉语课程的任课教师同时也是本课题的研究者之一,他的母语为汉语。行动研究法包括‘行动’和‘研究’两个层次,它通常由几个周期构成。此研究方法一般用来诠释具体的案例。它为研究者提供尝试、反思、调整和再尝试的过程。本文中的三次汉语课程等同于三个研究周期。它们分别设置在2009年,2010年和2011年。学生的反思报告不但可以促进他们理解、反思学习过程,同时也可以为任课教师提供反思和调整教学活动的依据。转化学习理论多数用于成人教育。它是指学习者在一定触发因素的基础之上,通过亲自参与学习过程而达到的一种巨大变化。本文中,学生按要求填写每周的课后反思报告。课程全部结束以后,学生以小组为单位填写一次总结报告。本文中的质性研究数据来自于学生的个人报告和小组报告。本文作者首先回顾当前的一些语言教师培训理念,其中包括转化学习理论。然后作者介绍行动研究法在本文中的使用情况。本文将以数据为依据着重剖析该任课教师兼课题研究者如何通过参与行动研究法来极大地提高自己的教学水平,并调整自己的教学理念。本文作者希望此案例能够为汉语教师的培养培训模式提供一点借鉴作用。

关键词:汉语教师培训  行动研究法  反思  转化学习理论

The role of students in a power sharing context: A study of the development of a Chinese teacher’s identity

Mr. Weiming Liu & Dr. Ann Devitt

Abstract

The study reported here introduced an action research project on the enforcement or reconstruction of different aspects of a Chinese classroom teacher’s identity as a teacher. The project was carried out over a period of three years. Classroom power relations were central to this research project. They were represented by the collaboration between the teacher and students, and between students. As an essential component of the project, students carried out both peer teaching and made on-going reflection on the teacher’s teaching. Data sources included student weekly reflective journals and final group reports. The authors hoped to explore the teacher’s professional development and propose the possibility to optimise other Chinese teachers’ contribution to language classes in collaboration with their students.

Keywords:ClassroomPower Relations, Peer Teaching, Teacher Identity, Action Research

Autonomous learners and transformative practitioners: the implementation of peer teaching in a language teacher training course (abstract)

Mr. Weiming Liu & Dr. Ann Devitt

The study reported here was conducted as part of a programme of initial teacher education for post-primary modern language (ML) teachers at the School of Education, Trinity College in Dublin. The ML programme requires that the student teachers (STs) learn an exotic language, which is currently represented by a five weeks’ Chinese language course. The rationale for this Chinese course is to help STs to gain a better understandings of their pupils’ learning process. Peer teaching has been adapted into different schemes over the last few decades. Collaborative peer teaching (CPT) supports and maximises the engagement of all students in their learning process. In 2011, CPT was implemented throughout the Chinese course. STs were required to write both weekly reflective journals and final reports, from which the data of this study are collected. This paper introduces how CPT was implemented in this context, and aims to find out the significance of its implementation in terms of both STs’ personal development as autonomous learners and their professional development as transformative practitioners.

Keywords: Language Teacher Training, Peer Teaching, Learner Autonomy, Transformation

Link to abstract: http://l12.cgpublisher.com/proposals/673