Proposing an internationally focused typology to measure the impact of CPD for teachers – the Chinese internationalisation project

Figures & data

Table 1. Number of research participants by research method

Method	Course Evaluation	Quality Audit Visit	Questionnaire	Interview
Number	10,567	2351	125	14

Figure1. Initial areas of interest.

Figure2. Additional area now included.

Figure3. Identified areas of interest.

Figure4. Impediments to change.

Table

Impact identified

Impact on teaching activity

Planning

Now uses videos and reference materials from the training to support lesson planning

Has changed lesson design procedure. Now goes from framework to particular based on learner needs.

Now uses Learning Outcomes based on the curriculum and selects activities to achieve these

Activities: strategies and techniques

Includes more experiential learning

Uses some of the strategies demonstrated in the training.

Applies methods in own teaching by providing ideas for activities to use in class e.g. jigsaw and coffee shop and games

Uses classroom management techniques introduced in the training.

Uses cooperative learning techniques as preparation for individual work

Uses improved questioning techniques

Uses techniques such as mind-mapping to generate learner questions

Provides learners with more tools and resources to support learning

Impact on learners

Learners are clearer about targets

Learners have changed from doing rehearsal-performance to more improvised activity

Impact on own attitude to teacher v learner centredness

Has become more learner centred Views have changed about teacher-centredness and learner-centredness Includes more learner centred activities

Is more aware of learner needs Is more focused on learner needs, psychology and interests

Teacher–student relationship is more equal

Has better relationships with learners

Lets learners talk more

Has gained an understanding from the learners’ perspective

Is more open to learners

Impact on personal CPD

General

Has a broader view of education in general

Has changed general attitude to teaching, in particular, to methodology.

Now believes that theory is an important basis for practice Has a better understanding of ‘literacy theory’ (e.g. Maslow)

On other CPD

Recognises need to do further CPD

Wants to know more about education outside China

Has laid the foundation for other training provided by domestic trainers rather than international ones

Has helped to absorb the information from subsequent trainings

English

Has helped improve teacher’s own English listening and speaking

Wants to learn English now

Impact on Department CPD

Works better as a team member

Training has encouraged informal discussion within the department on what had been learned.

Impact on Whole school CPD

Demo lessons given have benefitted from the training and this may have a cascade effect, especially using mind-mapping and support materials to facilitate learning

There is more cross-curricular discussion between different subject teachers

Colleagues are adopting new ways of organising/groupings

Head teacher is cascading training from post-training reports

Impact on school administration/management

Has improved reporting to senior management

School now providing more resources

There is a more collegiate atmosphere in the school

Personal Impact

It has changed the way I’m raising my own child

Is now using Multiple Intelligence theory in raising my own child.

Has become more sensitive (empathetic?)

Has changed how my whole family thinks about education

Impediments to impact

Finds that class size prevents putting some ideas into practice

Limited facilities prevent extensive impact

Exams

Time pressure/curriculum