| More and more African countries are incorporating Chinese language teaching into their national education systems,and it is difficult for the Chinese teachers sent from China to meet the requirements of African countries for the number of teachers,so training qualified native Chinese teachers has become the top priority for the current Chinese teacher reserve in African countries.In March 2018,the Center for Language Education and Cooperation(formerly the Confucius Institute Affairs Office/Hanban)supported the Uganda National Curriculum Development Center and the Confucius Institute at Makerere University to collaborate in launching a training program for local Chinese teachers in Ugandan secondary schools to meet the growing demand for Chinese language teaching in Uganda.The training program is designed to strengthen the Chinese language proficiency and teaching skills of a group of local in-service teachers selected from Ugandan secondary schools through a nine-month off-the-job learning program,and to train them to become qualified Chinese teachers in secondary schools to alleviate the shortage of local Chinese teachers in Uganda.This paper takes the training program for native Chinese teachers in Uganda as the research object,and conducts a descriptive analysis of the training program’s background,participants,design concept,implementation planning,training content and format.Using the Kirkpatrick evaluation model as a framework,we construct an evaluation index system for the training of local Chinese teachers,and evaluate the effectiveness of the training at four levels: response level,learning level,behavior level,and outcome level,by integrating the data from questionnaires,interviews,and personal participation in the program.The evaluation of the effectiveness of the training program was conducted at four levels:response level,learning level,behavior level,and outcome level.The evaluation concluded that the Ugandan native Chinese teacher training program has the advantages of short-term intensive training,effective use of existing teachers,and demand-based training content,but there are also some problems that need to be solved,such as the lack of teaching resources,the loss of trainees,and the difficulty of implementing online training.Based on this,it is proposed that the construction of local Chinese teachers in Uganda should stimulate the training drive,integrate into the local education system,and establish a long-term effective mechanism.It also discusses the implications of the training program for other countries in Africa in terms of training local Chinese teachers,which should focus on cultivating leading teachers,developing diversified training channels,and strengthening top-level design.By analyzing and reflecting on the training of native Chinese teachers in Uganda,this paper hopes to enlighten and provide inspiration to relevant researchers and offer more ideas for the construction of native Chinese teachers in Uganda and other countries in Africa. |
