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Action Research at Guyuan Teachers' College
Do click on the above link to learn more about the work of Moira
Laidlaw, Dean Tian and their colleagues at China's Experimental Centre
for Educational Action Research in Foreign Languages Teaching at Guyuan
Teachers' College.
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Sarah's hopes for the visit by Dean Tian, Mr Goa and Moira Laidlaw I
have been corresponding with Dean Tian at Guyuan College with the kind
assistance of Moira Laidlaw for some two years now. I have sent out
teaching resources and e-mentored several of the teacher researchers at
Guyuan. Ar last I was offered the opportunity to meet Dean Tian and his
colleague Mr gao. Imagine my excitement! I wanted to express my
gratitude to them both for making such a long journey and sparing time
in their busy schedule to discuss our work so far. I wanted to share
ideas about how web-based media might enable the teacher researchers at
Guyuan to disseminate their research. Most of all I wanted to learn ...
what is it like to be a teacher in China? Is Guyuan College anything
like the institution where I work? How is that action research is
transforming teachers' and students' lives in such a remote area of
China? What might I learn from our visitors that will enable me to
assist other teacher researchers - especially those I can contact only
occasionally? I
hoped to find out from Moira if and how my e-mentoring had been useful
to the teachers with whom she works at Guyuan. She had given me
glimpses of the initial impact of my e-mentoring during discussions at
the Monday Evening Research Group at the University of Bath but I
wanted her advice so I could improve my e-mentoring. Was there any
other kind of support I could give apart from e-mentoring? Above
all, I hoped to learn more about teacher research in China. Annie Zhao
has enabled me to understand how many teachers feel about teaching in
her homeland and we share an excitement and a passion for wanting to
empower teachers in China to enjoy taking responsibility for their own
professional development. I was captivated by Annie's account of her
own emotions and hopes as a teacher - that she had shared at the Monday
Evening Conversation Group a year ago ...
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Features of the English Language Curriculum in China Language
is widely recognized as the most important tool in human thinking and
communication as well as an essential requirement for people to fully
participate in social activities. Language is of great significance in
a persons all-round development. The globalization of social life and
economic activities necessitates the mastery of a foreign language by
citizens worldwide. Learning and mastering a foreign language,
especially English, is thus considered of great importance to Chinese
students. Senior
English is one of the major courses in high school following the
nine-year compulsory education. As far as senior high school students
overall development is concerned, learning a foreign language, will
enhance students cognitive and affective domains and integrate
humanistic understanding in their value systems. Mastering an
influential international language can provide the opportunities for
in-depth study of both cultural and scientific knowledge from other
nations, and increase international exchanges. Senior English as a
formal course in high school will be conducive to raising the awareness
of national spirit, enhancing China's process of opening-up to foreign
countries and international exchanges, and strengthening the Chinese
nation.
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Annie explains her feelings as a teacher
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Annie
Zhao, currently a doctoral student at the University of Bath, assists
understandings of Chinese teachers' experiences and feelings: I
was a teacher for ten years. I was looking forward to communicate with
somebody about what I am doing, to let somebody listen to me, to let
somebody give me some suggestions, because I needed professional
development. I need to grow!
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Pat
D'Arcy asks Sarah, during the Monday Evening Conversation Group
convened by Jack Whitehead at the University of Bath, how far she hears
teachers' own voices in Guyuan's action research accounts: Pat (10/07/04) Do you feel there is a conviction in the personal voice of our friends in Guyuan? Sarah:
Yes! Very much so. There was one teacher's account yesterday where my
colleague (it feels that way) said 'I came back to action research. It
was a kind of reaction-rejection and then there was that core of
relevance to self and 'growing on'.
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What is the area surrounding Guyuan like? "Ning"
is the colloquial term for the Ningxia Hui Autonomous Region. Find it
on the map in northwest China and into the middle and lower reaches of
the Yellow River. It is bordered by Gansu to the south, Shanxi to the
east, and the Inner Mongolia Autonomous Region to the north, and is one
of the five ethnic minority autonomous regions in China. Ningxia covers
a total area of 66,000 square kilometers (about 25,484 square miles)
and has a population of 5.62 million; one third of who are Hui minority
people. It has a temperate continental climate of long, cold winters
and short, hot summers with the temperature being lowest in January,
averaging from -10C to -7C and highest in July, averaging from 17C to
24C. Annual rainfall averages from 190-700 millimeters.
What is Ningxia province like?
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Dean Tian, Mr Gao and Sarah Fletcher in discussion at The John Bentley School, Calne, Wiltshire on 08/07/05. On
Friday 8 July 2005 the Dean of Guyuan Teachers' College, Tian Fengjun,
and Mr Gao (one of the teachers at the College) met Sarah Fletcher to
discuss collaboration in furthering action research for teachers'
professional development. The John Bentley School in Calne, Wiltshire
has established strong links with Guyuan Teachers' College with the
supportive assistance of Anne Burrell, Headteacher, Gordon Trafford,
Deputy headteacher and Jack Whitehead, a lecturer in education at the
University of Bath. Sarah Fletcher has worked with teachers and
students at the John Bentley School for many years in her role as a
lecturer at Bath University (until August 2004) and recently as a
senior lecturer at Bath Spa University.
Action Research at The John Bentley School
The John Bentley School has a long history of commitment to action
research as professional development for its teachers. The first
seminar was convened by Sarah on March 18 2001.
Jack Whitehead has forged an action research community at the school in
recent years where teachers study for an MA.
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Dean
Tian explains what he would like to discuss with Sarah who presents
him, at an exchange of gifts, with 'Mentoring in Schools: A Handbook of
Good Practice'. I
want to find out about initial teacher training programmes at Bath Spa
University and talk about what is happening at Guyuan and I want to get
some suggestions. Please give us some advice about how we can do well.
We can hopefully develop action research. That helps me to do some work
I am not familiar with. I really want some help from you about
teachers' training.
http://www.MentorResearch.net
Please click on this link to learn more about Sarah's and others' ideas about mentoring in initial teacher training.
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One
of the challenges facing teachers in China is the very large size of
some of the classes in their schools: This is particularly challenging
for teaching English, which is an area of study for all children in
compulsory education. Dean Tian: We do not have in other colleges around Guyuan. It is about 300 kilometers to the next Sarah: You have approximately 1000 schools you work with? Dean Tian: Yes ... Sarah: With the cut in birth rate, does this mean that in time there will be smaller classes in China? I
do not think so, because the nine year compulsory education is State
policy and more children should be sent to schools but at Guyuan we now
have a policy of action research with Chinese characteristics.
http://english.people.com.cn/200403/31/eng20040331_139051.shtml
The drop in birth rate is not uniform across China as Dean Tian
explains to Sarah. The rural areas have a higher birthrate than the
cities. Guyuan trains teachers to serve a large rural community.
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Studying Maths at the John Bentley School
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Dean
Tian and Mr Gao have come to visit, hoping to learn how to improve
teacher training in Guyuan from teachers and students at The John
Bentley School, which has become a Training School for many teachers. The
motto of the school is perhaps best expressed as "Achieving more than
you ever thought possible!' This is the ethos that underpins an
excitement for learning for teachers and students alike and standards
are high in all aspects of the school's activities. There is a strong
emphasis on professional learning in every aspect of the school life. Jack
Whitehead has been instrumental in forging an action research community
at The John Bentley School with the support of Gordon Trafford. Two
teachers have gained accreditation for their work at Master's level in
2004. You can read Victoria Kennedy's action research enquiry into her
own practice as a newly qualified Geography teacher, at Jack
Whitehead's research website, in the 'Master's' section.
http://www.actionresearch.net
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Dean
Tian Fengjun outlines the two foundations of why he works in education
in the way he does: The first is earnestness...and the second is
hope... Earnestness because of the geographical location, the
social context and the urgency of new beginnings for its citizens. Hope
because of the desire for improvement and the belief that all will come
good in the end. Every
teacher and I are destined to take this great responsibility. Teachers'
concern about students' learning and life, special care about what
students are thinking and doing, and love and help to students for
their difficulties and problems, and how students can be trained well
for the development for the country constitute the only real matter for
us all. Bearing all of this in mind, I often think carefully about
issues like how I could unite all of my colleagues well and guide them
to realize what those parents and students want. Learning through my
own experience in those former years has helped me know that only one
or two people can't create a better education. It demands of us that we
be of one mind; that we need to have as many colleagues as possible
working together with initiative and energy so that we can all help to
create an education for all our people. (Tian, 2005)
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Features of the English Language Curriculum in China Language
is widely recognized as the most important tool in human thinking and
communication as well as an essential requirement for people to fully
participate in social activities. Language is of great significance in
a person's all-round development. The globalization of social life and
economic activities necessitates the mastery of a foreign language by
citizens worldwide. Learning and mastering a foreign language,
especially English, is thus considered of great importance to Chinese
students. Senior
English is one of the major courses in high school following the
nine-year compulsory education. As far as senior high school students'
overall development is concerned, learning a foreign language, will
enhance students' cognitive and affective domains and integrate
humanistic understanding in their value systems. Mastering an
influential international language can provide the opportunities for
in-depth study of both cultural and scientific knowledge from other
nations, and increase international exchanges. Senior English as a
formal course in high school will be conducive to raising the awareness
of national spirit, enhancing China's process of opening-up to foreign
countries and international exchanges, and strengthening the Chinese
nation.
China's English Language Curriculum
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Dean Tian and Mr Gao talk with Sarah about their visit to the John Bentley School: Dean
Tian: Last night there was the Parents' Evening at The John Bentley
School. The paresnts were invited to walk around the school. The school
is not frightened. The children and the teachers are confident. That is
something really special! The teachers are all dedicated in this school and so the education system here is special. It may be common in England? Sarah:
No - not all schools are the same. I think it comes from its leader,
rather like it does from you at Guyuan. It comes from Gordon Trafford
(Deputy head teacher) and Ann Burrell (Head teacher) here. I think that
is the main key. It is having the senior management team embodying a
flat hierarchy as well as an excitement in education. I have noticed
that with all the schools where I have been engaged in supporting
teacher research. The key is they can bring the school leaders into
that research and I suggest that might be something to reflect upon in
relation to Guyuan Teacher Training College. What is it to engender
leadership that embodies the conviction that bringing other colleagues
alongside so they are replicating what you are doing at Guyuan? Dean
Tian: and we have looked at some of the documents about learning
strategies here. They are advanced. We have talked to many colleagues
here about these strategies, including Ann, Gordon, Mr Laurence Rogers,
Mr. David Wickes and Miss Vic Kennedy. They are willing to be
challenged. That is something we would like to take back now.
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Sarah's On-line Research Mentoring with Teachers at Guyuan College, China Sarah Fletcher's responses to action research reports by teacher researchers led by Dean Tian Fengjun and Dr. Moira Laidlaw can be accessed at http://www.TeacherResearch.net The teachers' writings and Sarah’s responses are linked: Cao Yong (response added 09/07/04) Liu Hui (response added 09/07/04) Li Peidong (response added 06/07/04) Liu Xia (response added 06/07/04) Wang Ying (response added 09/07/04) Liu Binyou (response added 10/07/04) Gong Lixia (response added 10/0704) Ma Hong(response added 10/07/04) Li Jun (response added 09/07/04) Tao Rui (response added 11/07/04) He Lina (response added 11/07/04) Ling Yiwen (response added 11/07/04) Zhao Xiaohong (response added 25/10/04) Wang Shuqin (response added 25/10/04) Ma Jianfu (response added 25/10//04)
Guyan Teachers' Action Research Accounts
In 2004, Sarah was offered the opportunity to review action research
reports created by teachers at Guyan College. You can read the
teachers' research accounts and Sarah's responses by clicking on the
link you see, above.
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How can I give appropriate feedback?
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How did we approach responding to Guyuan College teachers' action research accounts? This is an extract from a discussion led by Sarah at Jack's conversation group on 10/07/04 Sarah:
How do I engage with something like this that does justice to the
quality of the work and justice to the quality of interaction? I feel
immensely excited about this process and the closest to working with
teachers so far away is with Japan. In Japan there have been enormous
changes with the reform of the Fundamental Law of Education and in
China there is the new National Curriculum. What I have decided to do
(and I really need your help) is to ask 'How can I interact in a way
that will assist their learning and ours? This
afternoon I sat with each one of the accounts from Guyuan and I went
through three readings of each one. In the second area I highlighted
those areas that had really spoken to me and I videoed for each one of
the interactions imagining that we were there in person talking with
one another. I wanted to do more than simply put on the website a
rather cold, possibly decontextualised, account of my interaction and I
thought that if the teacher could see me they could pick up my
excitement and sometimes my reticence. I thought that might be a better
way of engaging? I have never done anything like this. So, I have
written the individual feedbacks and what I would like you to do is to
pose me some questions so we might understand more about the process of
giving feedback.
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Rewarding Opportunities at Bath Spa for Teachers' Continuing Professional Development Dr Steven Coombs
outlined the possibilities for collaborative work for accreditation
through Bath Spa University with Dean Tian, Dr Laidlaw, Mr Gao, Annie
Zhao, Rosie Sansome (International Department at Bath Spa University
College). Steve and Sarah are keen to further their links with
colleagues at Guyuan College , which is to become a university soon.
One agreement already is that teachers could get international
recognition for their action research through Bath Spa University.
Sarah offers an open welcome for teacher researchers at Guyuan to post
their action research reports on her website and offers further on-line
mentoring possibilities to colleagues in China.
http://www.bathspa.ac.uk/departments/cpd
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In
the light of discussions on 8 July 2005, what are our hopes for
collaboration with Dean Tian and Colleagues at Guyuan Teachers' College? * to foster communication and understanding between teacher researchers across the world * to enable teacher researchers to be world leaders in quality, significance and rigour of their research * to develop global understandings about how we can live lives that sustain wellbeing and respect * to develop understandings about classroom practice that will help students to be confident *
to assist in collaborative action research between teachers in Guyuan
College and The John Bentley School through
http://www.TeacherResearch.net * to assist in the professional development of teachers new to the profession in Guyuan * to provide teachers in Guyuan with opportunities for e-mentoring for their continuing development
http://www.TeacherResearch.net
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