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Teacher Learning: A Multifaceted, Situated and Dynamic Process

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Book cover Understanding the Impact of INSET on Teacher Change in China

Abstract

This chapter discusses the characteristics of teacher learning and teacher change in terms of knowledge growth, belief and practice change. It is found that the traditional notion of knowledge accumulation hugely influenced their knowledge learning and application. For practical purposes, they preferred the exchanged information from other teachers as solution to their teaching problems rather than the theoretical information proposed by the new curriculum. When returning to actual classroom, they made different attempts of learning results according their concerned teaching aspects, but they generally reflected common features that their beliefs were still constrained within the traditional views of language teaching and post-INSET teaching practice mostly returned to the traditional approach.

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Authors and Affiliations

  1. Southwest University, Chongqing, China

    Ming Li

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  1. Ming Li
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Li, M. (2019). Teacher Learning: A Multifaceted, Situated and Dynamic Process. In: Understanding the Impact of INSET on Teacher Change in China. Palgrave Pivot, Singapore. https://doi.org/10.1007/978-981-13-3311-8_6

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  • DOI: https://doi.org/10.1007/978-981-13-3311-8_6

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  • Publisher Name: Palgrave Pivot, Singapore

  • Print ISBN: 978-981-13-3310-1

  • Online ISBN: 978-981-13-3311-8

  • eBook Packages: EducationEducation (R0)

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