Titlebook: Understanding the Impact of INSET on Teacher Change in China; Ming Li Book 2019 The Editor(s) (if applicable) and The Author(s) 2019 In-se

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äftigungspolitik auf lokaler Ebene sieht sich seit Anfang der neunziger Jahre nämlich mit einem multiplen Problem- und Erwartungsdruck konfrontiert (Evers/Schulze-Böing 1999), auf den sie durch die Bildung von interkommunalen Bündnissen, Netzwerkverbünden und Städtekooperationen reagiert. An diesen

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Educational Reform and Teacher Education: A Theoretical Overview, teacher professional development in the success of educational reform. Due to the research context in this study, in-service English language teacher education in China has been examined based on existing literature particularly. It is found that the current training model in China seems ineffectiv

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Teacher Learning Research: A Critical Overview,pted perspectives of teacher learning, an integrated perspective to look at the teachers’ learning in this empirical study is formed as the theoretical lens to explore what and how the teachers learn. Since teacher learning for change is inevitably related to cognitive change and practical applicati

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,Case Studies: Teachers’ Experiences of Change,arning to change. Their feelings of learning on the INSET course and application of learning results in their actual classrooms are explored in terms of the theoretical knowledge they received, the beliefs they stated and the teaching behaviour observed. The process of their learning and the extent

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Teacher Learning: A Multifaceted, Situated and Dynamic Process,d that the traditional notion of knowledge accumulation hugely influenced their knowledge learning and application. For practical purposes, they preferred the exchanged information from other teachers as solution to their teaching problems rather than the theoretical information proposed by the new

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INSET: Essential but Insufficient Catalyst for Teacher Change,the constraints of the INSET course itself contributed to the limited impact of training on teacher change. As a socio-cultural event, teacher learning needs various support from macro- and micro-levels. This chapter reconceptualizes teacher education, including suggestions on developing teacher edu

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