The Effectiveness of Work-based Reflective Model for In-service Tertiary Tourism English Teachers’ Professional Development
Main Article Content
Abstract
With the increasing development of inbound and outbound tourism in China, a greater number of English-speaking tourism professionals are needed. To meet the needs, Tourism English programs were provided in universities and colleges in the country. However, problems occurred with the in-service professional development of Tourism English teachers, who were originally trained as language teachers. Existing training programs could not meet their professional needs. The present study aimed at exploring the effectiveness of the workshop based-on Work-based Reflective (WRB) Model for in-service Tourism English teachers’ professional development in the Chinese context. Quantitative and qualitative data were collected through pre and post-tests, teacher’s logs, mentors’ comments, a questionnaire and semi-structured interview. The findings showed that the WBR Model was effective in improving in-service Tourism English teachers’ professional development. It could significantly enhance the teachers’ knowledge concerning tourism operation and English teaching ability. It also enables teachers’ self-development through self-reflection.
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Research Articles
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References
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Yao, X. (2016). Research on Bi-disciplinary Teacher Quality Training in Vocational Colleges. National and International Vocational Education Review. 12: 41-43
Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education. 34(3): 3-9.
Zeichner, M. K. (2003). Teacher research as professional development for P 12 educators in the USA. Educational Action Research. 11: 301-326.
Zhang, L. (2017). TE Classroom Teaching Methods and Their Innovations. Assessment Weekly. 38: 55-59.
Zhu, S. M. & Zhang, Y. (2007). Bi-disciplinary Teacher Mode—An Effective Approach in Teacher Education. Vocational Education Tribune. 6: 46-51.
Atay, D. (2008). Teacher research for professional development. ELT Journal. 62:139- 47.
Bolam, R. (1993). Recent developments and emerging issues. In GTC, The continuing professional development of teachers. Papers presented by M Williams & R Bolam for the General Teaching Council, London, Department for Education and Skills, 17-41.
Bunda, M. A., & Sanders, J. R. (Eds.) (1979). Practices and problems in competency-based education. A Bell and Howell Company. UMI Dissertation Services, Boston.
Burns, A. (2005). Action research: An evolving paradigm? Language Teaching. 38. 57-74.
Chen, T. (2016). A Study of the Cultivation of Bi-disciplinary Teacher Quality in Vocational Colleges. Continuing Education. 10. 14-16
Cohen, D. K., & Hill, H. C. (2001). Learning policy. New Haven. CT: Yale University Press.
Craft, A. (2000). Continuing professional development: A practical guide for teachers and schools. London: Routledge/Falmer.
Creemers, B., Kyriakides, L., Antoniou P. (2013). Teacher Professional Development for Improving Quality of Teaching. Springer Science+Business Media Dordrecht.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan. 76(8): 597-604.
Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher. 25(6): 5-17.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
Dewey, J. (1933). How we think. Mineola. New York: Dover Publications, Inc.
Dyson, A. and Raffo, C. (2007). Education and disadvantage: the role of community-oriented schools. Oxford Review of Education. 33:3: 297-314
Facer, K. (2009). Towards an area-based curriculum: Insights and directions from the research. London: RSA
Freeman, D., & Johnson, K. (1998). Reconceptualizing the knowledge base of language teacher education. TESOL Quarterly. 32: 397-417.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks. CA: Corwin Press.
Hou, F. F. (2016). A Study of Situational Methods in TE Teaching. Success. 1: 56-59.
Jin. J.M. (2017). Stresses to the Natures of TE Teaching for the Cultivation of Students Comprehensive Quality and Abilities in Vocational Colleges. Journal of Sichuan Correspondence College. 1: 23-26.
Kyriakides, L., Creemers, B. P. M. and Antoniou, P. (2009). Teacher behavior and student outcomes: suggestions for research on teacher training and professional development. Teaching and Teacher Education. 25(1): 12-23.
Li, J. (2016). Explorations of Cross-culture Effectiveness Cognition in TE Teaching. Journal of Hubei Educational College. 4: 23-26.
Li, D. & Cui, R. G. (2016). A Survey of Tourism English Major Student Training. Education Research. 11: 23-25
Lin, Y.Y. (2013). Research on CLT in TE Teaching. Journal of Chifeng University. 6: 43-46.
Liu, Y. Q. (2017). Issues and Solutions in Teacher Professional Development: A Case Study of Teacher Training in Chifeng Area of Inner Mongolia. Journal of Hulunbeier University. 6: 35-40.
Ma, B. L. (2015). Research on the Training of Bi-disciplinary Teachers in Vocational Colleges. China Adult Education. 9: 22-26.
Parkinson, J. (2011). The Discussion section as argument: The language used to prove knowledge claims. English for Specific Purposes Journal. 30: 164-175.
Peng, Z.T. (2017). On the Problems and their Solutions in Tourism English Teaching. Science and Technology Research. 3: 47-51.
Qu, L. (2017). Research on Tourism English Bi-disciplinary Teachers in Vocational Colleges. Journal of Hubei Correspondence University. 5: 45-48.
Smith, M. S., & O’Day, J. (1991). Systemic school reform. In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing (pp. 233–268). Philadelphia: Falmer Press.
Smith, P. L., & Ragan, T. J. (1999). Instructional design (2nd ed.). New York, NY: Wiley & Sons.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York: Cambridge University Press.
Wang, Z. (2017). A Study of the Means of Bi-disciplinary Teacher Quality Training in Vocational Colleges, China Adult Education. 14: 54-58.
Wei, F.Y. & Wang, J.C. (2015). On the Innovations of TE Teaching at the Tertiary Level. Journal of Changchun Normal University. 12: 31-35.
Xie, X. Z. & Zheng, X. G. (2017). An Analysis of the Means of Practical Ability Cultivation for Tourism English Major Students. Higher Education and Academic Research. 3: 35-39.
Yao, X. (2016). Research on Bi-disciplinary Teacher Quality Training in Vocational Colleges. National and International Vocational Education Review. 12: 41-43
Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education. 34(3): 3-9.
Zeichner, M. K. (2003). Teacher research as professional development for P 12 educators in the USA. Educational Action Research. 11: 301-326.
Zhang, L. (2017). TE Classroom Teaching Methods and Their Innovations. Assessment Weekly. 38: 55-59.
Zhu, S. M. & Zhang, Y. (2007). Bi-disciplinary Teacher Mode—An Effective Approach in Teacher Education. Vocational Education Tribune. 6: 46-51.