University of Hertfordshire

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Continuing development as a teacher - a China-UK example

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Continuing development as a teacher - a China-UK example. / Jarvis, Joy; Chivers, Leo; Fei, Wenli; Hongmiao, Yuan; Quing, Gu; Li Wen, Wan; Yinyue, Wang; Zhenjuan, Bao.

In: LINK - University of Hertfordshire, Vol. 3, No. 1, 17.07.2017.

Research output: Contribution to specialist publicationArticle

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Jarvis, Joy ; Chivers, Leo ; Fei, Wenli ; Hongmiao, Yuan ; Quing, Gu ; Li Wen, Wan ; Yinyue, Wang ; Zhenjuan, Bao. / Continuing development as a teacher - a China-UK example. In: LINK - University of Hertfordshire. 2017 ; Vol. 3, No. 1.

Bibtex

@misc{bdab10069b9c43b0aa94b0819f4e6d26,
title = "Continuing development as a teacher - a China-UK example",
abstract = "In September 2016 14 award winning university teachers from Shanghai arrived in the UK to take part in a four month programme at the University of Hertfordshire designed to enhance their educational practice. In this article, two of the programme designers and six of the participants reflect on how the experience was structured, the reasons for including particular elements, and the impact of the programme on all concerned. Questions about how experienced teachers can continue to develop professionally are posed and the impact of observing and participating in learning contexts in a different culture as part of this development are considered. Issues around the cultural underpinning of learning approaches and limitations on transferring practice from one context to another are identified. Lessons about learning for all concerned are also identified and implications for the teaching of Chinese students in UK universities are raised.",
author = "Joy Jarvis and Leo Chivers and Wenli Fei and Yuan Hongmiao and Gu Quing and {Li Wen}, Wan and Wang Yinyue and Bao Zhenjuan",
note = "LINK 2017, vol. 3, issue 1 / Copyright 2017 University of Hertfordshire.",
year = "2017",
month = jul,
day = "17",
language = "English",
volume = "3",
journal = "LINK - University of Hertfordshire",
publisher = "University of Hertfordshire",

}

RIS

TY - GEN

T1 - Continuing development as a teacher - a China-UK example

AU - Jarvis, Joy

AU - Chivers, Leo

AU - Fei, Wenli

AU - Hongmiao, Yuan

AU - Quing, Gu

AU - Li Wen, Wan

AU - Yinyue, Wang

AU - Zhenjuan, Bao

N1 - LINK 2017, vol. 3, issue 1 / Copyright 2017 University of Hertfordshire.

PY - 2017/7/17

Y1 - 2017/7/17

N2 - In September 2016 14 award winning university teachers from Shanghai arrived in the UK to take part in a four month programme at the University of Hertfordshire designed to enhance their educational practice. In this article, two of the programme designers and six of the participants reflect on how the experience was structured, the reasons for including particular elements, and the impact of the programme on all concerned. Questions about how experienced teachers can continue to develop professionally are posed and the impact of observing and participating in learning contexts in a different culture as part of this development are considered. Issues around the cultural underpinning of learning approaches and limitations on transferring practice from one context to another are identified. Lessons about learning for all concerned are also identified and implications for the teaching of Chinese students in UK universities are raised.

AB - In September 2016 14 award winning university teachers from Shanghai arrived in the UK to take part in a four month programme at the University of Hertfordshire designed to enhance their educational practice. In this article, two of the programme designers and six of the participants reflect on how the experience was structured, the reasons for including particular elements, and the impact of the programme on all concerned. Questions about how experienced teachers can continue to develop professionally are posed and the impact of observing and participating in learning contexts in a different culture as part of this development are considered. Issues around the cultural underpinning of learning approaches and limitations on transferring practice from one context to another are identified. Lessons about learning for all concerned are also identified and implications for the teaching of Chinese students in UK universities are raised.

M3 - Article

VL - 3

JO - LINK - University of Hertfordshire

JF - LINK - University of Hertfordshire

ER -