Last updated on: 5/4/2005

Abstract:
This paper aims to report the experiences of a group of rural English teachers participating in a professional development program conducted by a group of voluntary Hong Kong teachers under the collaboration between the Living Knowledge Communities, a Hong Kong-based non-government organization and the Department of Continuing Education, Tsinghua University, so as to identify their needs, concerns and aspirations with respect to narrowing the knowledge gap between rural and urban regions in China. From their journal writing and feedback to the program, we learn that most of them, being impressed by the variety of teaching methods demonstrated by their Hong Kong counterpart, have realized the need for a change in their teaching practice so as to elicit students?interest in learning English as a language for communication and cultural appreciation. Though many anticipate challenges in overcoming material constraints and value differences back to their own schools, they do find that the new ?eneral English Curriculum Standards?and the educational reform currently undertaken in rural China could help remove those constraints and resolve those differences. In order for rural teachers to thrive professionally, new professional development arrangements and basic technological infrastructure must be in place. To meet the new curriculum standards, teachers need to be systematically guided and coached to develop new teaching practices. IT facilities should help the development of communities of practices where mutual sharing and collaborative learning among teachers across schools and regions can be made to ensure a sustainable professional development for them all.