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Ying, I. (2012) Exploring Discursive Practices of Teacher Learning in a Cross Institutional Professional Community in China. In: Kooy, M. and van Veen, K., Eds., Teacher Learning That Matters: International Perspectives, Routledge, New York, 176-194.

has been cited by the following article:

• TITLE: Professional Self-Development Based on Informal Learning: A Case Study of Foreign Language Teachers in a University of China

  AUTHORS: Meilan Cai

  KEYWORDS: Professional Self-Development, Informal Learning, Foreign Language Teacher, Chinese University

  JOURNAL NAME: Open Journal of Social Sciences, Vol.7 No.12, December 3, 2019

  ABSTRACT: Teachers at all stages of their careers need to engage in lifelong learning to keep abreast with the changing and challenging pedagogical environment. The purpose of the study is to find out how informal learning helps experienced English teachers teaching non-English majors in a Chinese university to keep professional development in an age of web 2.0. A survey was conducted firstly to find out the status quo and the need of foreign language teachers’ professional development followed by in-depth interviews to elicit informal learning activities from three experienced English teachers. The study points to the changes in teachers’ informal learning activities in the new era of Internet and emerging technologies, characterized by the wide use of online learning resources, online learning communities and mobile phones in addition to seeking help from colleagues. Teachers’ awareness and belief of autonomy play a crucial role in their learning to achieve professional development.