A Study on the Development of University English Teachers’ Professional Quality Based on Virtual Learning Community

Shujing WU

Abstract


The model of university English teaching has been changed significantly by the development of the computers and Internet, which require a higher professional quality for university English teachers. The development of university English teachers’ professional quality in a network environment is the fundamental factor that guarantees the high efficiency of university English teaching. Based on the theories of Constructivism Learning Theory and Group Dynamics, a virtual learning community was established and an experimental study was carried out. The results showed that the Virtual Learning Community could improve autonomous and collaborative learning of the university English teachers, with their individual intelligence developed and their collective intelligence converged. Therefore, Virtual Learning Community is an effective way for the development of university English teachers’ professional quality.

Keywords


University English teacher; Professional quality; Virtual learning community

Full Text:

PDF

References


Arnold, N., & Ducate, L. (2006). Future foreign language teachers’ social and cognitive collaboration in an online environment. Language Learning & Technology, 10(1), 42-66.

Chang, H. J. (2012). The development of a learning community in an e-learning environment. International Journal of Pedagogies and Learning, 7(2), 154-161.

Chen, H. Q. (2005). Quality constitution of teachers of English & English language teaching and learning. Journal of Chongqing University (Social Science Edition), 11(5), 97-99.

Chen, Z. H., & Qian, X. F. (2011). An experimental study on the influence of online learning community on promoting English teachers’ autonomy in professional development. Foreign Language Education in China, 4(2), 21-30.

Coughlin, E., & Kajder, S. (2009). The impact of online collaborative learning on educators and classroom practices. Los Angeles, CA: Cisco Systems Inc.

Dai, M. C., & Zhang, X. C. (2004). An investigation of English teacher qualities in colleges and universities. Journal of PLA University of Foreign Languages, 27(2), 42-46.

Dai, W. D., & Wang, X. M. (2011). On foreign language teacher professional development in information environment: Connotation and approaches. Computer-Assisted Foreign Language Education in China, (142), 8-13.

Dalsgaard, C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance and E-Learning, 12 July 2006. Retrieved 2006, August 31 from http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm.

Dudley-Marling, C., Abt-Perkins, D., Sato, K., & Selfe, R. (2006). Teacher quality: The perspectives of NCTE members. English Education, 38(3), 167-193.

Ellis, A., & Renata, P. (2000). Staff development for online delivery: A collaborative, team based action learning model. Australian Journal for Educational Technology, 16(1), 26-44.

England, L. (2007). Technology applications in English language teaching in Egyptian universities: A developing relationship. CALICO Journal, 24(2), 381-406.

Fleming, S., Hiple, D., & Du, Y. (2002). Foreign language distance education: The university of Hawaii experience. Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center.

Gan, Y. C. (2005). Research on knowledge—building & collective intelligence in virtual learning community. Beijing: Educational Science Press.

Hagstrom, F., & Wertsch, J. V. (2004). Grounding social identity for professional practice. Topics in Language Disorders, 24(3), 162-173.

Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78-82.

Hu, Y., & Li, Y. F. (2012). The connotation and related researches reviews of virtual learning communities. Modern Distance Education Research, 117(3), 32-42.

Jia, A. W. (2005). Professional status of foreign language teachers and their professional development connotation. Foreign Languages and Their Teaching, (4), 57-59.

Jia, A. W. (2006). Research USA foreign language teacher education and qualification standards and policies. Research on American foreign language teacher education and professional qualifications standards policy. Foreign Language World, (2), 41-52.

Johnson, C. (2001). A survey of current research on online communities of practice. Internet and Higher Education, 4(1), 45-60

Jung, I. (2001). Issues and challenges of providing online in-service teacher training: Korea’s experience. International Review of Research in Open and Distance Learning, 2(1), 1-18.

Kabilan, M. K. (2005). Online professional development: A literature analysis. Journal of Computing in Teacher Education, 21(2), 51-59.

Kabilan, M. K. (2011). Online collaboration of English language teachers for meaningful professional development experiences. English Teaching: Practice and Critique, 10(4), 94-115.

Levin, J. A., & Thurston, C. (1996). Research summary: Educational electronic networks. Educational Leadership, 54(3), 46-50.

Li, G. Y. (2003). My English learning and teaching. Journal of Foreign Languages, (1), 50-55.

Liu, X. H. (2005). Review on foreign language teacher education research. Foreign Language Teaching and Research, 37(3), 211-217.

Matthews, M. R. (2002). Constructivism and science education: A further appraisal. Science Education and Technology, 11(2), 121-134.

Najafi, H., & Clarke, A. (2008). Web-supported communities for professional development: Five cautions. Contemporary Issues in Technology and Teacher Education, 8(3), 244-263.

Nicholls, G. (2000). Professional development, teaching, and lifelong learning: The implication for higher education. International Journal of Lifelong Education, 19(4), 370-377.

Palloff, R. M., & Pratt, K. (2007). Online learning communities in perspective. In R. Luppicini (Ed.), Online learning communities (pp.3-15). Charlotte, North Carolina: Information Age Publishing.

Pawan, F., Paulus, T., Yalcin, S., & Ching-Fen, C. (2003). Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning & Technology, 7(3), 119-140.

Peng, W. Q., & Ye, W. Q. (2006). European foreign language teacher education status quo and reform orientation. Foreign Language World, (2), 47-52.

Piaget, J (1952). The origins of intelligence in children. New York: Int’l Universities Press.

Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. The Internet and Higher Education, 3(4), 285-297.

Schlager, M., & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? In S. A. Barab, R. Kling, & J. Gray (Eds.), Designing for virtual communities in the service of learning (pp.120-153). New York: Cambridge University Press.

Schwier, A. R. (2001). Catalysts, emphases and elements of virtual learning communities: Implications for research and practice. The Quarterly Review of Distance Education, 2(1), 5-18.

Schwier, A. R. (2007). A Typology of catalysts, emphases and elements of virtual learning communities. In R. Luppicini (Ed.), Online learning communities (pp.17-39). Charlotte, North Carolina: Information Age Publishing.

Shen, H. Y. (1996). Group dynamics: Theory and practice. Changsha: Hunan Publishing House,

Shi, G. S., & Zhou, Y. (2009). The qualities of retired effective university EFL teachers. Foreign Languages and Their Teaching, (2), 26-29.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 5(2), 4-14.

Squires, D. (1999). Educational software and learning: Subversive use and volatile design. Retrieved 2006, October 26 from http://csdl2.computer.org/comp/proceedings/hicss/1999/0001/01/00011079.PDF

Thoms, B. (2011). A dynamic social feedback system to support learning and social interaction in higher education. IEEE Transactions on Learning Technologies, 4(4), 340-350.

Wang, S. R. (2010). Strengthening the teaching staff, improving teaching ability. Foreign Language World, (5), 9-10.

Wang, T., Yang, L., & Ye, M. (2004). Web-based tutor training in tertiary-level Web-based English education in China—A case study of Beiwai online. Computer-assisted Foreign Language Education, (100), 63-68.

Wu, Y. A. (2005). Towards a professional profile for effective university EFL teachers. Foreign Language Teaching and Research, 37(3), 199-205.

Wu, Y. A. (2008). A study on university EFL teacher education and development in China. Beijing: Foreign Language Teaching and Research Press.

Xiao, D. B., & Zhou, Y. L. (2010). System design for teacher professional development based on group dynamics. Dianhua Jiaoyu Yanjiu, (5), 64-67.

Zhang, X., & Hung, S. (2007). Integration of the high-tech and low-tech in distance teacher training in China: An insight from the case of Jiangsu Radio and Television University. International Review of Research in Open and Distance Learning, 8(1), 1-14.

Zhang, Y. C. (2007). Teacher education technology capacity building: Professional development of teachers in information technology environment. Nanjing, China: Nanjing Normal University Press.

Zhao, Y., & Rop, S. (2001). A critical review of the literature on electronic networks as reflective discourse communities for in-service teachers. Education and Information Technology, 6(2), 81-94.

Zhou, Y. (2005). Needs analysis of EFL teacher development in Chinese universities. Foreign Language Teaching and Research, 37(3), 206-210.

Zhou, Y. (2010). Teachers holding the key to improving ELT efficiency in TEFL context. Foreign Language Teaching and Research, 42(4), 294-296.

Zhu, Z. T., & Zhong, Z. X. (2003). Modern educational technology— Promote the development of multiple intelligences. Shanghai: East China Normal University Press.




DOI: http://dx.doi.org/10.3968/%25x

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Shujing WU

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/ccc/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: [email protected]; [email protected]; [email protected]; [email protected]

 Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).

 CROSS-CULTURAL COMMUNICATION Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:[email protected]; [email protected]

Copyright © Canadian Academy of Oriental and Occidental Culture