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.
Qing Gu is Research Fellow in the School of Education, University of Nottingham, UK. She has written on the subject of teacher development and intercultural pedagogies for a number of international journals. She is the co-author of Teachers Matter (2007).
Chapter One: Challenges to teacher expertise in changing times; Chapter Two: Setting the Scene: Whose context for what quality?; Chapter Three: Traditions and innovations: Is there a third way?; Chapter Four: Teaching effectiveness in context; Chapter Five: Variations in Beliefs and Practices; Chapter Six: Training and Development in Context; Chapter Seven: Knowledge, Context and Professional Development; References; Index.