while it is impossible to reform the educational system in China immediately, it is still possible for teachers to enhance their impact on students’ learning and teaching. 1.1.4 research In July 2009, I travelled back to China to do data collection for my second masters (TESOL with translation studies, - Teaching English to Speakers of other Languages’) ‘TESOL dissertation research work that focused on communicative language teaching (CLT) approaches in Chinese secondary schools’ English classes. I visited two different classrooms and interviewed three teachers. From my research, I found that these teachers held a very positive attitude towards the CLT approach and expressed their willingness and desire to change the traditional approach to teaching in their own language classrooms. Although it is difficult to implement the CLT approach in secondary schools, the teachers interviewed did not reject this approach entirely and they often tried to apply it in their teaching. Amongst the responses from some of the teachers, they felt that any communicative activity design should be fresh and creative and be based on students’ interests (Kong, 2009). The outcome of my dissertation suggested that, although some teachers would like to implement CLT practises, they still face many systemic constraints, the examination system, the traditional role of teachers and students, the negative motivation to learning and the existence of many schools in underdeveloped rural areas (Kong, 2009). 1.1.5 Teacher education in China Teacher education constitutes an important part of the education system in China. The country has in place a teacher education system that is designed to meets the needs of basic education education of different types and at different levels. Basically, teacher education consists of two pathways namely preservice and in-service teacher education. There are different educational institutions that provide teacher education in China. These include universities and colleges. However, it must be observed that in China majoring in teacher education is not a necessary condition for becoming a teacher. In normal universitiesteacher education programmes are provided. However, students who study in other multi-disciplinary universities and who do not major in education may also become school teachers (Yu, 2013). So if students have a degree they can become teachers and access in-service teacher training while on the job. In the case of English teachers, graduates of English language can do a
while it is impossible to reform the educational system in China immediately, it is still possible for teachers to enhance their impact on students’ learning and teaching. 1.1.4 research In July 2009, I travelled back to China to do data collection for my second masters (TESOL with translation studies, ‘TESOL - Teaching English to Speakers of other Languages’) dissertation research work that focused on communicative language teaching (CLT) approaches in Chinese secondary schools’ English classes. I visited two different classrooms and interviewed three teachers. From my research, I found that these teachers held a very positive attitude towards the CLT approach and expressed their willingness and desire to change the traditional approach to teaching in their own language classrooms. Although it is difficult to implement the CLT approach in secondary schools, the teachers interviewed did not reject this approach entirely and they often tried to apply it in their teaching. Amongst the responses from some of the teachers, they felt that any communicative activity design should be fresh and creative and be based on students’ interests (Kong, 2009). The outcome of my dissertation suggested that, although some teachers would like to implement CLT practises, they still face many systemic constraints, the examination system, the traditional role of teachers and students, the negative motivation to learning and the existence of many schools in underdeveloped rural areas (Kong, 2009). 1.1.5 Teacher education in China Teacher education constitutes an important part of the education system in China. The country has in place a teacher education system that is designed to meets the needs of basic education education of different types and at different levels. Basically, teacher education consists of two pathways namely preservice and in-service teacher education. There are different educational institutions that provide teacher education in China. These include universities and colleges. However, it must be observed that in China majoring in teacher education is not a necessary condition for becoming a teacher. In normal universitiesteacher education programmes are provided. However, students who study in other multi-disciplinary universities and who do not major in education may also become school teachers (Yu, 2013). So if students have a degree they can become teachers and access in-service teacher training while on the job. In the case of English teachers, graduates of English language can do a
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