Abstract
This paper will focus on a case study involving the inclusion of traditional Chinese fairy tales in the Primary Four curriculum. The methodology used includes interviews, survey questionnaires and classroom observations. By this means, the professional development of language teachers’ (undertaking an in-service course) is investigated. The findings of this study have implications for teachers and teacher education and will be discussed from the perspective of teachers’ professional development.
| Original language | English |
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| Publication status | Published - 2006 |