The continual decline of Chinese proficiency has caused serious concerns in Hong Kong. Although most Hong Kong people speak Chinese as their first language, they have not been strongly motivated to learn it in part because of the socio- economic status of English, and in part because of the discrepancies between the spoken and the written forms of Chinese. The absence of a link between the spoken dialect (Cantonese) and the written Modem Standard Chinese language (based mainly on the syntax of Mandarin) makes the learning of Chinese in the 'trilingual' (Cantonese, Mandarin and English) and 'biliterate' (Chinese and English) society laborious. The perception that Chinese proficiency is waning has led to criticisms of the quality of language teachers and language teacher education in the community. Hence, a study of the problems in Chinese language teacher education in Hong Kong is an indispensable step in improving the quality of Chinese language education in Hong Kong. This study takes pre-service teachers' (PST) perceptions as the predomhant factor in understanding how they learn to become a teacher of Chinese. As both students and teachers, the PSTs in this study provide insights into learning, teaching, and learning to teach, the Chinese language. Famous for its cultural tradition, Chinese teaching is typically transmissive. In particular, teachers of Chinese are expected to teach with a missionary zeal for 'educating' students by acting as exemplars. As a result, how a teacher teaches is often determined by how he or she was taught to interpret the nature of Chinese Language. The use of texts written by distinguished authors as teaching materials further encourages language teachers to give higher priority to literature, culture and moral education than language use. Inheriting such a tradition, modem Chinese language teacher education is faced with multiple challenges: to promote cognitive developments in teachers and cognitive teaching approaches to meet the needs of rapidly developing society, and to prepare teachers to maintain a proper balance between moral education and appreciation of culture and literature on the one hand, and teaching language use on the other. This study draws on the literature on Chinese language education, TESOL (teaching English to speakers of other languages), learning to teach, teacher knowledge, beliefs and perceptions, and develops a conceptual framework to interpret the relationships between perceptions and practices as a reciprocal cycle. Perceptions of self as a teacher, the subject matter, and teaching and learning of the subject matter are inseparable from the beliefs and knowledge of the PSTs, which affect how they prepare lesson plans to teach and actually teach in the classrooms. Planning and classroom practices are realised in teaching objectives, instructional strategies and evaluation of teaching effectiveness, which then reinforce knowledge, beliefs and perceptions. The cycle goes on as the PSTs learn more about teaching and accumulate teaching experiences. From this recurring cycle, the PSTs generate personal theories of teaching a specific subject. This study is longitudinal in design, which follows a logical procedure of inquiry. It first examines the PSTs' perceptions of teaching and learning Chinese on entry to, during and on exit from a.two-year teacher education program. Then it turns to the perceptual development and the sources of perceptions and perceptual changes, and how they impact on the PSTs. Finally, the complex relationship between perceptions, lesson planning and classroom practices are elaborated. In particular, data collected in some stages were dependent on the findings of the preceding stage. This adds complexity to the overall research desip of the study. This study uses a multimethod approach with two research populations -the questionnaire surveys of the entire cohort and qualitative data collection from twelve sub-sample participants. Because of the lack of well-established research instruments in the Chinese research context, all methods of inquiry have been revised according to the results of pilot studies. The multimethod approach in this study demonstrates how questionnaire surveys, repertory grids, individual interviews, focus groups, classroom observations and the analyses of lesson plans and reflective journals can be used in a complementary manner to assure the validity of the research. Questionnaire surveys yield the overall perceptions of the cohort on entry to and exit from the teacher education program. The perceptual development of the entire cohort is understood by the findings of the two surveys. Against the backdrop of the overall perceptions of the cohort, the qualitative methods are used to study the sub-sample. Repertory grids reveal the participants' views of teachers of Chinese from different perspectives, whereas individual interviews and focus group discussions tap more deeply into the participants' thinking about how they have learned to teach Chinese. Other qualitative methods such as classroom observation and the analyses of lesson plans and reflective journals provide compelling evidence for indicating the extent that the participants have grasped the craft of teaching. This study suggests from the persistent perceptions and perceptual development of the PSTs that Chinese language education in Hong Kong has been ineffective. Ineffective Chinese language education has a long-lasting negative impact on students including the PSTs. The strong emphasis on literature, culture and moral education, and the knowledge telling and teacher-led traditions have led to a low level of cognitive demand in Chinese teaching. The procedures recommended for teaching a text in Chinese and the assessment criteria of the teacher education program have encouraged the,PSTs to become more didactic in teaching, although they themselves are aware that they should pay more attention to the needs of students. This study argues that student teachers' perspectives form a critical element in reforming Chinese language teacher education in Hong Kong, and that language teacher education should first be ameliorated before language education can be effectively improved. Not only should PSTs of Chinese Language be equipped with better subject matter knowledge, general pedagogical knowledge and pedagogical content knowledge, but Chinese language teacher educators should also be cognisant of the necessity for change. Because learning to teach is often discipline-based, it is more cost-effective and consistent if the teacher educators' Chinese language classes also emphasise cognitive development in the PSTs. To be real exemplars for the PSTs, the Chinese language teacher educators should be involved in continuing critical evaluation of their own practices.
| Identifer | oai:union.ndltd.org:ADTP/195244 |
| Date | January 2003 |
| Creators | Leung, Pamela Pui-wan, n/a |
| Publisher | Griffith University. School of Cognition, Language and Special Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.gu.edu.au/disclaimer.html), Copyright Pamela Pui-wan Leung |
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