Foreign Language Teachers Autonomy in Career Development in Colleges and Universities of China-Key Problems and Solutions

Abstract Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world, a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’ career development and their contexts in China since 1949. Based on relevant studies on the career development of foreign language teachers and the ecological theory, this paper involves research on the impact that different ecological systems (micro-, meso-, macro- and exo-ones) have played in the career development of Russian language teachers in China. Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China. Via literature review, narration methods and semi-structured (in-depth) interviews with the help of NVivo, this research finds that Russian language teachers ’ career development results from multi-faceted interactions of the following contexts: ideology, Russian language educational policies and personal factors as well as college contexts. This paper concludes with some suggestions for improving Russian language teachers’ career development in China.

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Research on Training Mode and Paths for Autonomous Professional development of Foreign Language Teachers in Colleges and Universities

Proceedings of the 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017) ◽

10.2991/icemct-17.2017.125 ◽

2017 ◽

Author(s):

Jingjing Hao

Keyword(s):

Professional Development ◽

Foreign Language ◽

Colleges And Universities ◽

Language Teachers ◽

Foreign Language Teachers ◽

Training Mode

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Forschungsbericht zum Profil eines „guten“ Fremdsprachenlehrers an der Hochschule

Glottodidactica An International Journal of Applied Linguistics ◽

10.14746/gl.2019.46.1.06 ◽

2019 ◽

Vol 46 (1) ◽

pp. 89-108

Author(s):

Krystyna Mihułka ◽

Joanna Chojnacka-Gärtner

Keyword(s):

Foreign Language ◽

Personality Traits ◽

Primary Schools ◽

Colleges And Universities ◽

Teaching Profession ◽

Language Teachers ◽

Professional Life ◽

Institutions Of Higher Education ◽

Foreign Language Teachers ◽

Teacher Personality

The aim of this article is to present the profile of a ‘good’ foreign language teacher,which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities)

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Problems and Solutions in Testing Future Teachers' Knowledge in the National System of Foreign Language Proficiency

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v8i12.3271 ◽

2021 ◽

Vol 8 (12) ◽

pp. 209

Author(s):

Aziza Botirovna Musoyeva

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Prospective Teachers ◽

Language Skills ◽

Language Teachers ◽

Foreign Language Teachers ◽

Knowledge And Skills ◽

National System ◽

Foreign Language Proficiency ◽

Problems And Solutions

This article is devoted to the analysis of the test National System of Assessment of Foreign Language Proficiency, taking into consideration its importance on future foreign language teachers. It also concentrates on the requirements for foreign language teachers in Uzbekistan and the exercises which are essential for the professional development of prospective teachers. Apart from that, it shows the module "Types and criteria for assessing language skills". Last, it covers suggestions on how to improve the students’ knowledge and skills.

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