Dissertation/Thesis Abstract

Te-E (Teacher e-Education): A grounded theory from the perceptions of native Chinese English instructors
by Dickerson, Neda Chearl, Ed.D., University of Phoenix, 2011, 263; 3492706
Abstract (Summary)

Opportunities for distance education expansion in higher education institutions of the People‘s Republic of China continue to remain a part of the country‘s reformation efforts. The newest 12-year plan focuses on educational cultivation of technology, English mastery, and educational quality for teachers. Internationalization through Te-E (Teacher e-Education) addresses technology integration, professional development, and lifelong learning as part of the reformation discussion as the nation prepares for a growing number of international students entering the higher education system. Because of the lack of literature regarding second or foreign language instructional practices for the online modality within China to meet the growing needs, this study employed a non-experimental qualitative grounded theory research design for identification of Second Language Acquisition (SLA) pedagogical practices, perceived by native Chinese English instructors, for teaching English literacies to English Language Learners (ELLs) that are transferable for online instruction. The following presents the Te-E research conducted with native Chinese English as a Second Language and English as a Foreign Language respondents from Wuyishan, Fujian Province, China; member check volunteers from Hangzhou, Zhejiang Province; and educational specialist, Vivian Cook, United Kingdom. The grounded theory design gained information regarding effective practices for second or foreign English literacies instruction perceived by respondents as transferable to the online modality for SLA instruction. Although small, discoveries made in the initial steps of this research may be used by leadership personnel in the development of Te-E distance learning, and professional development for teachers in internationalization efforts.

Indexing (document details)
Advisor: Boyer, Andre L.
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 73/04, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: English as a Second Language, Educational leadership, Teacher education, Educational technology
Keywords: Andragogy, China, ESL, English as a second language, Grounded theory, Online, Second language, Teacher e-education
Publication Number: 3492706
ISBN: 978-1-267-12359-6
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