Research on the Pathways for Enhancing Secondary School English Teachers' Teaching-Research Abilities Based on the U-G-S Community

DOI: https://doi.org/10.62517/jhet.202515604

Author(s)

Xiaoyu Sun1, Jun Chen2, Ying Huang3

Affiliation(s)

1Lingnan Normal University, Zhanjiang, Guangdong, China 2Zhanjiang No. 8 Middle School, Zhanjiang, Guangdong, China 3Xiashan District Teacher Development Center, Zhanjiang, Guangdong, China

Abstract

This study adopts a case study approach, looking at how to improve English teachers' Teaching-Research Abilities in secondary schools based on the U-G-S (University-Government-School) community. It focuses on a project at Lingnan Normal University that helps Zhanjiang No. 8 Middle School. It finds that this community can help teachers improve their teaching-research abilities by using a "four-in-one" method. First, Expert Guidance involves giving high-level talks to introduce university research methods and help teachers overcome research challenges. Second, Reflective Practice uses demonstration lessons and feedback to help teachers think about their teaching in real situations. Third, Resource Sharing creates an online database for regular learning. Fourth, Research Output offers guidance to turn teaching-research results into projects and papers. The study shows that this method greatly improves teachers' research skills and academic work. It helps develop key teachers and turns them into research-focused educators. This approach can be used as a model for teacher development in other regions.

Keywords

U-G-S Community; Secondary School English Teachers; Teaching-Research Ability; Professional Development; Pathway Research

References

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