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English language teaching and educational reform in Western China: a knowledge management perspective

Li, D. and Edwards, V. (2014) English language teaching and educational reform in Western China: a knowledge management perspective. System, 47. pp. 88-101. ISSN 0346-251X

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To link to this item DOI: 10.1016/j.system.2014.09.019

Abstract/Summary

This study examines the impact of a large-scale UK-based teacher development programme on innovation and change in English language education in Western China within a knowledge management (KM) framework. Questionnaire data were collected from 229 returnee teachers in 15 cohorts. Follow-up interviews and focus groups were conducted with former participants, middle and senior managers, and teachers who had not participated in the UK programme. The results showed evidence of knowledge creation and amplification at individual, group and inter-organizational levels. However, the present study also identified knowledge creation potential through the more effective organization of follow-up at the national level, particularly for the returnee teachers. It is argued that the KM framework might offer a promising alternative to existing models and metaphors of Continuing Professional Development (CPD).

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > Centre for Literacy and Multilingualism (CeLM)
Faculty of Arts, Humanities and Social Science > International Study and Language Institute (ISLI)
Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy in Education
ID Code:48690
Publisher:Elsevier

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