TY - GEN
T1 - Weaving Chinese knowledge into a case study of Australian research-oriented school-engaged teacher education program
AU - Zhao, Dacheng
PY - 2011
Y1 - 2011
N2 - Australian universities are increasingly focusing on internationalisation, but have not made transnational knowledge exchange a strategic focus. This paper argues that the bilingual/multilingual competence of international students is an asset not a deficit. It reports a case study of the Research-Oriented School-Engaged Teacher Education (ROSETE) program, which is an international collaborative project for training bilingual teacher-researchers. Conceptually, this study is framed in terms of 'Chinese knowledge'. Seven teacher-researchers who participated in this Program were interviewed about their Mandarin teaching experience in Australian public schools, especially their perspectives on using Chinese knowledge in their Master of Education (Honours) theses. Their theses were analysed to explore evidence of using Chinese knowledge including their use of Pin-yin, Chinese characters (Hanzi), Chinese stories, concepts and theories.
AB - Australian universities are increasingly focusing on internationalisation, but have not made transnational knowledge exchange a strategic focus. This paper argues that the bilingual/multilingual competence of international students is an asset not a deficit. It reports a case study of the Research-Oriented School-Engaged Teacher Education (ROSETE) program, which is an international collaborative project for training bilingual teacher-researchers. Conceptually, this study is framed in terms of 'Chinese knowledge'. Seven teacher-researchers who participated in this Program were interviewed about their Mandarin teaching experience in Australian public schools, especially their perspectives on using Chinese knowledge in their Master of Education (Honours) theses. Their theses were analysed to explore evidence of using Chinese knowledge including their use of Pin-yin, Chinese characters (Hanzi), Chinese stories, concepts and theories.
UR - http://handle.uws.edu.au:8081/1959.7/543474
M3 - Conference Paper
BT - Proceedings of Australian Association for Research in Education Conference (AARE 2011), 27 November - 1 December 2011, Hobart, Tasmania, Australia
PB - AARE
T2 - Australian Association for Research in Education. Conference
Y2 - 2 December 2012
ER -