LEADER 03118nam  22005295  450 
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010   $a9789811333118
010   $a9811333114
024 7 $a10.1007/978-981-13-3311-8
035   $a(CKB)4100000007223686
035   $a(MiAaPQ)EBC5622168
035   $a(DE-He213)978-981-13-3311-8
035   $a(MiAaPQ)EBC30159107
035   $a(EXLCZ)994100000007223686
100   $a20181218d2019      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aUnderstanding the Impact of INSET on Teacher Change in China /$fby Ming Li
205   $a1st ed. 2019.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Palgrave Pivot,$d2019.
215   $a1 online resource (164 pages)
311 08$a9789811333101 
311 08$a9811333106 
327   $aIntroduction -- Educational reform and teacher education: A theoretical overview -- Teacher learning research: A critical overview -- The study of teacher learning on INSET -- Case studies: Teachers? experiences of change -- Teacher learning: A multifaceted, situated and dynamic process -- INSET: Essential but insufficient catalyst for teacher change -- Conclusion.
330   $aThis pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China. Providing context-specific findings on the policy and implementation of INSET as well as its impact on teacher education initiatives in both China and similar contexts, it explores the limitations of one off training events such as INSET and the inconsistency between teacher learning results and their classroom practices. The book argues that teachers, when returning to pre-INSET teaching, are influenced by their prior deeply-rooted beliefs largely considered more powerful than newly-learnt theories. Addressing the rarely discussed fact that the complex and dynamic characteristics of teacher learning change over time and support the construct of teacher learning as a social event rather than a one-off event, the book also offers practical solutions on how to improve teacher education and enhance the long-term INSET impact on teacher development, with the ambition of promoting education reform for both teachers and students alike. .
606   $aTeachers$xTraining of
606   $aEducational sociology
606   $aLearning, Psychology of
606   $aTeaching and Teacher Education
606   $aSociology of Education
606   $aInstructional Psychology
615  0$aTeachers$xTraining of.
615  0$aEducational sociology.
615  0$aLearning, Psychology of.
615 14$aTeaching and Teacher Education.
615 24$aSociology of Education.
615 24$aInstructional Psychology.
676   $a428.0071051
700   $aLi$b Ming$4aut$4http://id.loc.gov/vocabulary/relators/aut$0346685
906   $aBOOK
912   $a9910350306803321
996   $aUnderstanding the Impact of INSET on Teacher Change in China$92514066
997   $aUNINA