English language teaching and educational reform inWestern China: A knowledge management perspective  

Oleh:

Li, Daguo ; Edwards, Viv

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 47 (2014), page 88-101.
Topik: English language education; Chinese teachers; Continuing Professional Development (CPD); Knowledge management (KM); Knowledge creation
Fulltext: System_47_2014_Li.pdf (526.47KB)

Isi artikel

This study examines the impact of a large-scale UK-based teacher development programme on innovation and change in English language education inWestern China within a knowledge management (KM) framework. Questionnaire data were collected from 229 returnee teachers in 15 cohorts. Follow-up interviews and focus groups were conducted with former participants, middle and senior managers, and teachers who had not participated in the UK programme. The results showed evidence of knowledge creation and amplification at individual, group and inter-organizational levels. However, the present study also identified knowledge creation potential through the more effective organization of follow-up at the national level, particularly for the returnee teachers. It is argued that the KM framework might offer a promising alternative to existing models and metaphors of Continuing Professional Development (CPD).

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