Teacher Development

Knowledge and Context

Dr Qing Gu

$300

Hardback

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English

Continuum International Publishing Group Ltd.
15 September 2007

Schools inspection (& preparing for inspection); Teacher training

This book critically examines the concepts of teacher knowledge, the effectiveness of teaching, and the relationships between these and the context in which teachers work and live. Providing an original analysis of empirical evidence from the UK Department for International Development's substantial 20-year language teacher education programme in China this study demonstrates how both the understanding and effectiveness of teaching and teacher education are shaped by cultural contexts and traditions. The author points out the difficulties caused when teacher educators fail to realise this.

Qing Gu also reveals the importance of identifying variations in teacher knowledge within single cultures and areas of common ground across cultures, articulating the key findings for sustaining and improving the long term effectiveness of teacher education programmes within the contemporary context of internationalisation.

By: Dr Qing Gu
Imprint: Continuum International Publishing Group Ltd.
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 22mm
Weight: 460g
ISBN: 9780826493415
ISBN 10: 0826493416
Pages: 192
Publication Date: 15 September 2007
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Qing Gu is Lecturer in the School of Education, University of Nottingham, UK.

Reviews for Teacher Development: Knowledge and Context

. ..this is a scholarly addition to thee literature on professional development. Grounded as it is in doctoral research, the claims are well supported by both quantitative and qualitative evidence. The author is able to bring both an insider and outsider perspective to the study as her background spans both Chinese and British cultures. The writing style employs the structural style of a sound doctoral dissertation with clear advance organisers and structural cues for the reader...it will speak to anyone who is involved as either a provider or recipient of professional development across cultural boundaries. As I read it I frequently paused to consider my own experiences as a provider of in-service education in the field of science education in a similar cross-cultural environment. British Educational Research Journal, October 2009