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Journal of Pedagogy

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An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

Wang Ping
Published Online: 2015-07-24 | DOI: https://doi.org/10.1515/jped-2015-0008


The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four- -year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying.

Keywords: evaluation; insiders’ perspective; BA English education programs; a university in China


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About the article

Published Online: 2015-07-24

Published in Print: 2015-06-01

Citation Information: Journal of Pedagogy, Volume 6, Issue 1, Pages 151–174, ISSN (Online) 1338-2144, DOI: https://doi.org/10.1515/jped-2015-0008.

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© by Wang Ping. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. BY-NC-ND 3.0

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