Identifying Quality Teaching in Chinese

  • Robyn Moloney
  • Hui Ling Xu
Part of the Palgrave Studies in Teaching and Learning Chinese book series (PSTLC)


This chapter examines the background issues of the book, providing the rationale for conducting and analysing the school case studies. The aim of the book is to provide examples of quality Chinese teaching, as a resource for professional development of teachers of Chinese, to impact practice in Australia and globally. The challenges of teaching Chinese in schools includes issues of motivation in learners, multi-level classes, and the need for school support. The principles of the Quality Teaching Framework (DET, Quality teaching in NSW public schools. A discussion paper. State of NSW Department of Education and Training Professional Support and Curriculum Directorate, 2003) and its constructivist approach to learning, form the analytical framework against which the teachers’ practice is evaluated. In two primary schools and three secondary schools in Sydney, classroom observation and in-depth interviews with the teachers were conducted and analysed. In the secondary schools, focus group interviews were also carried out with the students. The chapter includes an overview of the primary and secondary school case studies, the use of digital technologies in teaching Chinese, and a synthesis and reflection.


Chinese language learning Case studies Quality teaching Primary school Secondary school Professional development 


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Robyn Moloney
    • 1
  • Hui Ling Xu
    • 2
  1. 1.School of EducationMacquarie UniversityNorth RydeAustralia
  2. 2.Department of International StudiesMacquarie UniversityNorth RydeAustralia

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