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With an interpretative approach, it draws on in-depth interviews with teacher educators and pre-service teachers alongside curriculum document reviews. Findings highlight differences in educational aims, learning content, delivery methods, and assessment. The study argues that effective internationalisation requires negotiated curriculum elements to support mobility and adaptation, concluding with discussion of urgent development for an internationalised, situated Chinese language teacher education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/towards-internationalising-the-curriculum-a-case-study-of-chinese-language-teacher-education-programs-in-china-and-australia/593540/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/towards-internationalising-the-curriculum-a-case-study-of-chinese-language-teacher-education-programs-in-china-and-australia/593540.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To compare Chinese language teacher education curricula in China and Australia and identify key differences and shared elements needed for curriculum internationalisation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper collect and analyze evidence?",{"text":117,"@type":113},"It uses an interpretative approach combining in-depth interviews with teacher educators and pre-service teachers and curriculum document reviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What curriculum aspects are reported as different between the two contexts?",{"text":121,"@type":113},"Differences are identified in educational aims and objectives, learning content, methods of delivery, and assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593540,1792190399,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 9 | Article 8 |\n| --- | --- |\n| 2013\u003Cbr>Towards Internationalising the Curriculum: A Case Study of Chinese Language Teacher Education Programs in China and Australia\u003Cbr>Danping Wang\u003Cbr>Technological and Higher Education Institute of HongKong, [dpwang@vtc.edu.hk](dpwang@vtc.edu.hk)\u003Cbr>Robyn Moloney\u003Cbr>Macquarie University, [robyn.moloney@mq.edu.au](robyn.moloney@mq.edu.au)\u003Cbr>Zhen Li\u003Cbr>University of HongKong, jennielz@hku.hk |  |\n\nRecommended Citation  \nWang, D., Moloney, R., & Li, Z. (2013). Towards Internationalising the Curriculum: A Case Study of Chinese Language Teacher Education Programs in China and Australia. Australian Journal of Teacher Education, 38 (9).  \n[http://dx.doi.org/10.14221/ajte.2013v38n9.8](http://dx.doi.org/10.14221/ajte.2013v38n9.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss9/8](http://ro.ecu.edu.au/ajte/vol38/iss9/8)  \nAustralian Journal of Teacher Education  \nTowards Internationalising the Curriculum: A Case Study of Chinese Language Teacher Education Programs in China and Australia  \nDanping Wang  \nTechnological and Higher Education Institute of Hong Kong  \nRobyn Moloney  \nMacquarie University  \nZhen Li  \nUniversity of Hong Kong  \nAbstract: This paper presents a comparative curricular inquiry of  \nteacher education programs of Chinese as a foreign language in China  \nand Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service  \nteacher training is regarded as one of the major factors in impeding  \nsuccess in effective student learning. Using an interpretative approach,  \nthis paper captures voices from teacher educators and pre-service  \nteachers through in-depth interviews to supplement curriculum document  \nreviews. The results identify curriculum differences in educational aims  \nand objectives, learning content, methods of delivery and assessment.  \nThe study suggests aspects of curriculum which must be negotiated, in  \nmoving towards the internationalisation of the curriculum, to facilitate  \nthe mobility and adaptation required in overseas teaching contexts. The  \nstudy ends with a discussion for urgent development of an  \ninternationalised curriculum of Chinese language teacher education and  \nsituated teacher education programs.  \nMandarin Chinese emerged as the new must-have language from kindergarten to university within and beyond the Asia-Pacific region. The Chinese Ministry of Education of the People’s Republic of China estimated that more than 100 million people globally were learning Chinese as a second, foreign or additional language in 2011 (Chinese Ministry of Education, 2006) . It has been estimated that there is demand for four million Chinese language teachers (Wang, in press). To accommodate the rapidly increasing number of learners of Chinese as a Foreign Language (CFL), many CFL teacher education programs were quickly developed both within and outside China in the last few years. However, many CFL teachers trained in these programs have found it difficult to teach in a way that Western learners can relate to well. The lack of suitably qualified teachers has become the major issue in CFL education globally (Orton, 2011) . In an Australian report,“teacher factor” was identified as one of the major causes of avery high attrition rate in students – 94% students who begin Chinese as a classroom-taught language quit before the senior years of secondary (Orton, 2008, p. 24) . Pre-service teacher training and professional development of in-service Chinese language teachers have also been prioritized on the research agenda due to teachers’ unsatisfactory performance within China (Zhang, 2006; Li, 2012). Learners of Chinese were prevented from becoming functional users of Chinese due to the barriers that are “unconsciously created by Chinese language teachers”(McDonald, 2011, p. 1) . CFL teachi","cbCaibTUFbg9ZfEz","https://ap.wps.com/l/cbCaibTUFbg9ZfEz","pdf",217205,21,"English","# Abstract\n## Comparative curricular inquiry\n## Interpretative interviews and document review\n## Findings on curriculum differences\n## Implications for curriculum internationalisation","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To compare Chinese language teacher education curricula in China and Australia and identify key differences and shared elements needed for curriculum internationalisation.\"},{\"question\":\"How does the paper collect and analyze evidence?\",\"answer\":\"It uses an interpretative approach combining in-depth interviews with teacher educators and pre-service teachers and curriculum document reviews.\"},{\"question\":\"What curriculum aspects are reported as different between the two contexts?\",\"answer\":\"Differences are identified in educational aims and objectives, learning content, methods of delivery, and assessment.\"}]","Towards Internationalising the Curriculum - A Case Study of Chinese Language Teacher Education Programs in China and Australia | PDF",1792077442,53]