2632-6779 (Print)
2633-6898 (Online)
Scopus
Ulrich’s Periodicals Directory (ProQuest)
MLA International Bibliography
MLA Directory of Periodicals
Directory of Open Access Journals (DOAJ)
QOAM (Quality Open Access Market)
British National Bibliography
WAC Clearinghouse Journal Listings
EBSCO Education
ICI Journals Master List
ERIH PLUS
CNKI Scholar
Gale-Cengage
WorldCat
Crossref
Baidu Scholar
British Library
J-Gate
ROAD
BASE
Publons
Google Scholar
Semantic Scholar
ORE Directory
TIRF
China National Center for Philosophy and Social Sciences Documentation
Ying Ji
The University of Cambridge, UK
Abstract
Professional Development (PD) for teachers in China, as in many other countries worldwide, is receiving increased attention. Within the research context, a gap has been identified for teachers’ engagement in PD which may play a mediating role between PD and classroom teaching practice. Therefore, this small-scale research was conducted to explore the relationship between teachers’ engagement in PD and teaching practice, and further, the potential PD programme contributors to teachers’ engagement in PD. This study employed a mixed-method methodology: a survey (n=124) and interviews (n=14) with Chinese English Language Teaching (ELT) teachers from primary and secondary schools. Results indicated that there was a reciprocal relationship between teachers’ engagement in PD and their teaching practice. In addition, based on teachers’ different individual PD needs, four types of teacher engagement emerged.
Keywords
Teacher engagement, professional development, teaching practice, individual needs