Continuing professional development of EMI teachers: a Chinese case study

ABSTRACT

This brief article reports on a professional development programme aiming to provide professional training and support to EMI teachers in a university in China. Drawing on interview data with five participants, the findings show that the programme improved the teachers’ self-efficacy by guiding teachers to think about the nature of EMI and its role in content learning, and providing modelling and microteaching practice in a learning community. The study concludes with some implications for university teacher development.

KEYWORDS:

• English as a medium of instruction
• continuing professional development
• China

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the 2017 Higher Education and Teaching Reform Research Project from Chongqing Municipal Education Commission [grant number 173002].