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A Case Study on Minority Teachers’ Professional Development in the Process of Co-schooling Han Nationality and Ethnic Minorities

Author: HeXueMei
Tutor: MengFanLi
School: Xinjiang Normal University
Course: Curriculum and Pedagogy
Keywords: School for the Han Ethnic Teachers Professional development of teachers Case Study
CLC: G451.1
Type: Master's thesis
Year: 2009
Downloads: 148
Quote: 1
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Abstract


In March 2004, the Xinjiang Uygur Autonomous Region party committee, the regional government jointly decided to \In the document, the Han to the school policy is to get as specific measures to strengthen bilingual teaching emphasis and attention. In this context, the local governments at all levels have introduced policies and measures to carry out the implementation of the autonomous region No. 2 files, and other parts of Xinjiang Bilingual Teaching and School for the Han entered a new period of development. School for the Han as the form of the minority areas of the school, on the one hand, in order to promote the improvement of minority students' Chinese level, on the other hand Weimin Han teachers to create a mutual communication and exchange of environment, to learn from each other, promote each other's purpose , so as to promote the professional development of the teachers of China Han. In view of this, the study for the cases of M secondary use of interviews, observation, document analysis and other methods, the Han school national teachers 'professional development research: the national teachers' professional visits the M secondary schools in the process together at school the development of the situation, the analysis of the national teachers achieve their professional development pathways and the factors that affect the national teachers' professional development, and then proposed to further promote the Han school national recommendations of the professional development of teachers. The text is divided into four parts: The first part is an introduction about the research background and issues raised, Research, research methods, as well as an overview of survey points. Based on field survey data, the second part of the finishing and classified a national teachers in the School for the Han process change, change is varied, including: (a) teaching attitude change; (b) teaching concepts change; (c) learning needs change; (d) changes in expertise; (e) the ability to reflect the change; (vi) changes in teaching behavior. On this basis, the process together at school to promote national teachers' professional development, ways and means of analysis. The third part of the factors affecting the School for the Han ethnic teachers' professional development from the institutional level, the level of school management and teachers personal level. The fourth part of the first on the basis of the text analysis, the constraining factors of teacher professional development process of the School for the Han ethnic make some suggestions and thinking.

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CLC: > Culture, science,education, sports > Education > Teachers and students. > Teacher > Assessment and appointment of teachers
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