This qualitative study is set in the context of a two-week professional development summer institute for Chinese language teachers. This institute had the luxury of involving four language instructors, one from the U.S., one from Austria, one from Taiwan and one from China. In addition to different ethnic and academic backgrounds, they brought various personalities and connections with Chinese language teacher training. The purpose of this qualitative case study is to investigate how the instructors learned from their collaboration throughout the institute. Data sources include reflective journals, instructors’ meeting minutes, videos of instruction and in-depth interviews. With constant comparative analysis, this paper explores the importance of multicultural collaboration among teacher educators and shed light on the nature of their learning.
| Published in | Science Journal of Education (Volume 4, Issue 2) |
| DOI | 10.11648/j.sjedu.20160402.20 |
| Page(s) | 78-89 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Teacher Education, Multicultural Collaboration, Learning
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APA Style
Kaishan Kong. (2016). Language Teacher Educators as Leaners: A Case Study of Collaboration. Science Journal of Education, 4(2), 78-89. https://doi.org/10.11648/j.sjedu.20160402.20
ACS Style
Kaishan Kong. Language Teacher Educators as Leaners: A Case Study of Collaboration. Sci. J. Educ. 2016, 4(2), 78-89. doi: 10.11648/j.sjedu.20160402.20
AMA Style
Kaishan Kong. Language Teacher Educators as Leaners: A Case Study of Collaboration. Sci J Educ. 2016;4(2):78-89. doi: 10.11648/j.sjedu.20160402.20
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Download@article{10.11648/j.sjedu.20160402.20,
author = {Kaishan Kong},
title = {Language Teacher Educators as Leaners: A Case Study of Collaboration},
journal = {Science Journal of Education},
volume = {4},
number = {2},
pages = {78-89},
doi = {10.11648/j.sjedu.20160402.20},
url = {https://doi.org/10.11648/j.sjedu.20160402.20},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20160402.20},
abstract = {This qualitative study is set in the context of a two-week professional development summer institute for Chinese language teachers. This institute had the luxury of involving four language instructors, one from the U.S., one from Austria, one from Taiwan and one from China. In addition to different ethnic and academic backgrounds, they brought various personalities and connections with Chinese language teacher training. The purpose of this qualitative case study is to investigate how the instructors learned from their collaboration throughout the institute. Data sources include reflective journals, instructors’ meeting minutes, videos of instruction and in-depth interviews. With constant comparative analysis, this paper explores the importance of multicultural collaboration among teacher educators and shed light on the nature of their learning.},
year = {2016}
}
TY - JOUR T1 - Language Teacher Educators as Leaners: A Case Study of Collaboration AU - Kaishan Kong Y1 - 2016/04/19 PY - 2016 N1 - https://doi.org/10.11648/j.sjedu.20160402.20 DO - 10.11648/j.sjedu.20160402.20 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 78 EP - 89 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20160402.20 AB - This qualitative study is set in the context of a two-week professional development summer institute for Chinese language teachers. This institute had the luxury of involving four language instructors, one from the U.S., one from Austria, one from Taiwan and one from China. In addition to different ethnic and academic backgrounds, they brought various personalities and connections with Chinese language teacher training. The purpose of this qualitative case study is to investigate how the instructors learned from their collaboration throughout the institute. Data sources include reflective journals, instructors’ meeting minutes, videos of instruction and in-depth interviews. With constant comparative analysis, this paper explores the importance of multicultural collaboration among teacher educators and shed light on the nature of their learning. VL - 4 IS - 2 ER -
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