Constructing a Transitional K12 English Teacher Training Model with U-S-P Collaboration
Abstract
Education is the basis for a nation’s one-hundred year strategy, while teachers are the basis for the nation’s education. Teachers should be life-long learners. Teacher training of basic education needs to be linked from one stage to the next. For one thing, it’s crucial in their professional development. For another, that is the requirement of the Teachers’ Professional Standards issued by the Chinese Education Ministry. However, up till now, teacher training in China and other countries is still conducted by the stage. Elementary school teacher training and secondary school teacher training are designed and implemented separately. There is scant linkage in English teaching knowledge and skill training. Consequently, the transition of teaching and learning between these two stages remains a vain slogan. This also hinders the systematic and sustainable development of the English teacher’s professional competence.
Hebei Normal University and Hebei Education Press，collaborated with K12 teaching researchers experimented on 1000 English teachers in China by conducting a three-year transitional English teacher training program. The research with the U(University)-S(Schools)-P （Press）collaboration proves that transitional English teacher training for basic education can be done and done effectively.Keywords
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DOI: http://dx.doi.org/10.18686/ahe.v1i2.946
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