Understanding Modelling Approach In RICH Education

To researchers and teacher educators home and abroad, the quality of pre-service teacher education is always an essential concern. Traditional approaches to teacher education are increasingly critiqued and many pleas are heard for a radical new and effective pedagogy of teacher education. Modelling, though seldom received explicit attention in teacher education literature, its importance is gradually recognized. It is employed by researchers and teacher educators in their teaching, and is regarded as a powerful instrument in teacher education.This thesis aims to explore the modelling approach in RICH education which has been carried out in English teaching for English majors in Zhejiang Normal University. Specifically, this paper attempts to ask: 1) what are the features of modelling approach in RICH; and 2) to what extent can modelling in RICH education help to improve the quality of pre-service English teacher education.The study was conducted in Comprehensive English for freshmen, Class 0705, taught by Haifen, a leading member of RICH education. The research methods adopted in the study were mainly qualitative ones, including case study, narrative inquiry and observation etc. In detail, the data are composed by a semester's classroom observation, field-notes, audio-records, students' PPT and portfolios, interviews, conversations and so on. A narrative account consisting of four stories about learning and teaching in Comprehensive English Course emerged as a result of analyzing the above data.As a result of analyzing the above data, four features of modelling approach in RICH education can be identified. First, in modelling approach, learning about teaching is embedded in experience; second, pre-service teachers are central to the learning process; third, learning about teaching is enhanced through reflection; fourth, it aims at facilitating the translation into pre-service teachers' own practices. Besides, the impact of modelling approach on pre-service English teacher education is elaborated. Modelling approach can contribute to cultivating and improving pre-service English teachers' ability of curriculum resources developing, classroom communication as well as evaluation, and help them better fulfill the roles of curriculum resources developer, communicator, evaluator and also reflective learner, which are in congruent with diverse teachers' roles advocated in new curriculum innovation in our country.This study ventures to provide an alternative approach in pre-service teacher education, hoping the findings can contribute to expanding the understanding of modelling approach and have reference effects for pre-service English teacher education programs in our country.