Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education

In marked distinction from other sectors of education, around 90 percent of Further Education (FE) staff in England are employed untrained and complete their Initial Teacher Training (ITT) on a part-time in-service basis. By consequence, these staff sustain the dual role of employed teacher and teacher-trainee usually at the beginning of their career. This paper reports on a project funded by ESCalate which researched the dual roles and dual identities of employee and trainee on in-service FE teacher-training courses. It argues that the lack of a culture of pedagogical development in colleges along with the pressure for trainees to quickly cope with teaching can lead to conservative practice as expedience may be prioritised over flair. In response, the paper makes recommendations to enhance the experience and development of in-service teacher trainees

The Problems and Countermeasures of Vocational English Teaching Practice in Higher Vocational Education

In recent years, under the guidance of the national principle of striving to develop vocational education, China’s higher vocational education has been developing vigorously. However, due to various conditions, vocational English teaching in higher vocational education has encountered many problems. This paper makes an objective analysis on the problems in this regard such as educational concept, teaching mode, teaching method and course setting, etc., and puts forward comprehensive solutions for the problems of “lack of training of vocational English ability, lack of practical teaching, and how to establish a complete English practical teaching system in higher vocational education based on the concept of vocational education”.

Work-based and work-related learning in Higher National Certificates and Diplomas in Scotland and Foundation Degrees in England: a comparative study: final report

This final report draws on findings from the four stages of a comparative study of Higher National Certificates/Diplomas (HNC/Ds) in Scotland and Foundation Degrees (FDs) in England that was undertaken jointly by researchers in the Centre for Research in Lifelong Learning (CRLL) at Glasgow Caledonian University (GCU) and the Open University (OU). The overall study has examined and explored the following issues: the demand drivers and how far they differ in both countries; the differing policy and funding frameworks in place in Scotland and England; the different types of provision which have emerged and the roles of different stakeholders in shaping this provision; the consequences of these models for the experiences of the learners involved; and progression of students into further study or employment

Understanding higher education in further education colleges

This summary presents the main findings from research undertaken for the Department for Business, Innovation and Skills (BIS) to understand the current nature of higher education (HE) in further education colleges (FECs) in England. The study was carried out between March 2011 and March 2012 by a team from the University of Sheffield and the Institute of Education, University of London. The research involved a range of qualitative and quantitative approaches, including: a review of the relevant literature; an analysis of administrative data on provision and participation; fieldwork in case-study FECs; interviews with managers in colleges and their partner higher education institutions (HEIs); a questionnaire survey of students coupled with in-class discussion groups; and interviews with employers. An overview of the design and conduct of the study is given in Chapter 1, including its aims, sources, methods and timetable. Methods of data collection and analysis are also described in relevant chapters and appendices

Higher Education and Society: A research report

This report draws on a substantial body of research undertaken by the Open University's Centre for Higher Education Research and Information (CHERI) on the changing relationships between higher education and society. Higher education currently faces many changes, some externally driven by government policies and changing patterns of social and economic demand and some internally driven by changes in the way knowledge is produced and organised within universities and other 'knowledge organisations'. CHERI examines these changes through empirical research which is policy relevant though not policy dictated, frequently international, and broadly focused on the social impacts of higher education. Does higher education make a difference and to whom? In their different ways, the articles in this report seek to provide answers to this important but difficult question