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Standards-Based Professional Learning for Emergent Teachers

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Localising Chinese

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Abstract

This chapter describes how emergent teachers’ professional learning was developed through them investigating and implementing the official professional standards for teachers. This programme first started in mid-2008. Specifically, by conducting teacher-research projects, they extended their professional knowledge, educational practices and school engagement strategies necessary for teaching students how to learn spoken Chinese. The evidence in this chapter provides conceptual resources for deepening their critical reflections and informing their educationally purposeful conversations about making Chinese learnable. The emergent teachers’ uses of professional standards have been elaborated to inform their work with beginning learners of Chinese. A key outcome of this study is the prototype of the Work Integrated Service Education Research (WISER) Learning Framework which can usefully inform and guide innovative developments in the field of language teacher education.

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Authors and Affiliations

  1. Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia

    Michael Singh

  2. School of Education, Western Sydney University, Penrith, NSW, Australia

    Thị Hồng Nhung Nguyễn

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  1. Michael Singh
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  2. Thị Hồng Nhung Nguyễn
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Singh, M., Nguyễn, T.H.N. (2018). Standards-Based Professional Learning for Emergent Teachers. In: Localising Chinese. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54282-3_6

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  • DOI: https://doi.org/10.1057/978-1-137-54282-3_6

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-54281-6

  • Online ISBN: 978-1-137-54282-3

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