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International Conference on Arts, Design and Contemporary Education (ICADCE 2016) Obstacles and Breakthrough Selection of Path for Professional Development of Foreign Teachers in Universities Jinghua Ma School of Humanities and Law Northeastern University Shenyang, Liaoning, China 110819 Shenyang Normal University Shenyang, Liaoning, China 110819 Abstract—Under the background of internationalization of higher education, when universities devote greater efforts to II. BASIC THEORY AND CONNOTATION introduce foreign teachers, they shall pay close attention to development of foreign teachers. According to empirical A. Foreign Teachers in Universities investigation on universities in Liaoning province, sort out Foreign teachers in universities refer to people with foreign problems and reasons existing in training for foreign teachers, nationality, working on teaching jobs in universities of our explore training systems that contribute to development of country. Universities in our country began to employ foreign foreign teachers, use modern training means, rich training teachers in the early days after the foundation of PRC. During measures and diversified methods to meet the requirements of this period, the quantity of foreign teachers employed by development of foreign teachers, and then improve quality of talents training in higher education. universities was relatively small. These foreign teachers mainly worked on language teaching. It belongs to start-up Keywords—foreign teachers in universities; professional stage. After the reform and opening up, with integrated development of teachers; obstacles in professional development; development of economy and society in our country, path universities continuously strengthen international communication and cooperation and employ increasing number of foreign teachers to work on teaching jobs. I. INTRODUCTION Es pecially since “the 11th Five-Year Plan”, with acceleration University is the main base for our country to cultivate of internationalization of economy and society in our country, talents. The quality of teachers decides the quality of talent the number of foreign teachers employed by universities training. With development of higher education in our country, increases obviously. According to statistics, it shows that the international communication and cooperation in universities number of foreign teachers in universities in 2005 was 5,986; deepen continuously. Internationalization of teachers in the number was 13,067 in 2010. The statistical results indicate: universities is one of the most basic conditions to ensure the number of foreign teachers in universities increases internationalization of higher education. An important goal of obviously. Meanwhile, the position and role of foreign internationalization of higher education is to cultivate talents teachers in universities are promoted unceasingly. that can adapt to economic globalization with international consciousness, international thinking and international B. Specialization of Teachers competitiveness. It has become important links of teaching Profession often refers to work on an occupation requiring development in universities to employ foreign teachers to give lessons and fully exert advantages of foreign teachers in expertise. The occupation requires special intelligence and the purpose is to provide specialized social service. Specialization discipline, major and language. Because of language and cultural difference, it is very difficult for foreign teachers refers to the process that an ordinary occupational group employed to rapidly adapt to teaching and life in universities gradually meets professional standard, becomes specialized of our country, let alone professional development of them. occupation and acquires corresponding professional status in a Therefore, it has important significance in effectively certain period. managing foreign teachers and improving teaching quality of Specialization of teachers is a kind of specialization of higher education through exploring scientific and reasonable occupation. In short, the so-called specialization of teachers training systems that contribute to development of foreign refers to “ the process for teachers to improve level of teachers. expertise and the process for teacher groups to strive for professional status of teaching profession”. In essence, the specialization of teachers emphasizes the process of growth and development, concretely including three levels: The first is the process to improve level of expertise of teachers; the second is the process to improve level of expertise of teacher © 2016. The authors - Published by Atlantis Press 1609 groups; the third is the process to establish and promote refer mean totally disagreeing, not agreeing very much, professional status of teaching profession. The three levels neutrality, relatively agreeing and totally agreeing have close relationships, promote each other and make joint correspondingly. On the basis of questionnaire, interview some development. administrative staff in universities and foreign teachers and sort out problems and reasons existing in training of foreign C. Professional Development of Foreign Teachers in teachers in universities through analyzing results of Universities questionnaire and interview. Professional development of teachers refers to the process of continuous improvement in professional thinking, A. Deficiencies and Defects of Foreign Teachers in professional knowledge and professional ability of teachers as Universities of Our Country specialized persons. In broad sense, the concepts of According to empirical investigation on foreign teachers “professional development of teachers” and “specialization of working on education and teaching in geographical teachers” are interlinked, referring to the process to strengthen universities in Liaoning province, it is found that foreign specialization of teachers. In narrow sense, certain differences teachers have deficiencies and defects in many aspects, which exist between them: “specialization of teachers” mainly influence teaching efficiency to a certain degree. emphasizes promotion of external specialization of teachers group from the perspective of sociology; “professional 1) The education background is too low: The results of development of teachers” mainly refers to improvement of the survey show that: Among 39 foreign teachers, four have internal specialization of teachers from the perspective of medium diploma level, accounting for 10.2%; sixteen have pedagogy. bachelor degree, accounting for 41.1%; fourteen have master degree, accounting for 35.8%; three have doctor degree, Therefore, “the professional development of teachers” can be understood as “the process for continuous professional accounting for 7.6%; the rest account for 5.1%. It can be seen development of teachers, the process for teachers to from the results that: There are few foreign teachers with unceasingly receive new knowledge and develop professional doctor degree in universities. The education background of skill and the process for continuous maturity, promotion and foreign teachers is low in general. According to article 11 in innovation of professional ideal, professional ethics, Law of the People’s Republic of China on Teachers stipulates: professional emotion as well as sense of social responsibility “To obtain the qualification of teachers in universities, it shall of teachers”. have the graduate degree or bachelor degree or above.” At Professional development of foreign teachers in present, except for special specialty, most teachers in universities refers to the process that foreign teachers in universities of our country have graduate degree or above. universities base on requirements of specific occupation post, Few of them have bachelor degree. Because the overall continuously update knowledge system through theoretical background of foreign teachers is low, the scientific research learning, training and practice and improve professional level is not high and innovation ability is not strong. knowledge, teaching level and professional ethics to 2) The specialty is inconsistent: When foreign teachers unceasingly meet the requirements of teaching job in answer the question in questionnaire that “whether universities. universities in Liaoning of China can offer posts that conform to my specialty”, only seven of them choose yes, account for III. OBSTACLES EXISTING IN PROFESSIONAL 19.6%. It can be seen from the results of interview that most DEVELOPMENT OF FOREIGN TEACHERS IN UNIVERSITIES AT foreign teachers working on teaching in our country study in PRESENT specialty of biology, law major or specialty of histology. Few The current research selects 40 foreign teachers who teach of them study in specialties of psychology, pedagogy and in ten geographical universities of Northeastern University, linguistics. Because the specialty is inconsistent, the education Dongbei University of Finance and Economics, Dalian and teaching of foreign teachers in universities are limited. University of Technology, China Medical University, Liaoning 3) Lack experience in teaching: When answering the University, Shenyang Jianzhu University, Shenyang question in questionnaire that “whether you can master the Aerospace University, Shenyang University, Shenyang Normal University, Dalian University of Foreign Language, level of students through test in teaching”, fourteen foreign makes questionnaire survey on training situation of foreign teachers who remain neutral,

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