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Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding

Author

Listed:
  • Siqi Liu

    (School of Foreign Languages, Tongji University, 1239 Siping Road, Shanghai 200092, China)

  • Yu Chen

    (School of Foreign Languages, Tongji University, 1239 Siping Road, Shanghai 200092, China)

  • Qi Shen

    (School of Foreign Languages, Tongji University, 1239 Siping Road, Shanghai 200092, China)

  • Xuesong (Andy) Gao

    (School of Education, University of New South Wales (UNSW Sydney), Sydney, NSW 2052, Australia)

Abstract

The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner’s ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined “German or Germany-related” funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs’ external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs.

Suggested Citation

  • Siqi Liu & Yu Chen & Qi Shen & Xuesong (Andy) Gao, 2022. "Sustainable Professional Development of German Language Teachers in China: Research Assessment and External Research Funding," Sustainability, MDPI, vol. 14(16), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:9910-:d:885371
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    References listed on IDEAS

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    1. Yadong Guo & Helena Sit & Min Bao, 2020. "Sustainable Careers of Teachers of Languages Other than English (LOTEs) for Sustainable Multilingualism in Chinese Universities," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    2. Chengzheng Li & Yunyun Wang, 2020. "Capital advantages: could colleges and universities located in Beijing City win more national social science fund projects?," Applied Economics, Taylor & Francis Journals, vol. 52(38), pages 4135-4145, July.
    3. Jean-Pierre Neveu & Stevan E. Hobfoll & Jonathon Halbesleben & M Westman, 2018. "Conservation of resources in the organizational context : the reality of resources and their consequences," Post-Print hal-02472360, HAL.
    4. Zhang, Han & Patton, Donald & Kenney, Martin, 2013. "Building global-class universities: Assessing the impact of the 985 Project," Research Policy, Elsevier, vol. 42(3), pages 765-775.
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    Cited by:

    1. Juexuan Lu & Yajun Wang & Qi Shen & Xuesong Gao, 2022. "Investment in Learning Chinese by International Students Studying Chinese as a Second Language (CSL)," Sustainability, MDPI, vol. 14(23), pages 1-12, November.
    2. Xiaolei Ruan & Yubin Zhu & Auli Toom, 2024. "‘Making it possible’: the complex dynamics of university foreign language teacher agency for research in funding applications," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-16, December.
    3. Minghao Kang & Qi Shen & Yongyan Zheng, 2022. "LOTE (Languages Other than English) Teachers’ Emotions and Professional Identity in Response to Educational Reforms: A Social-Psychological Perspective," Sustainability, MDPI, vol. 14(17), pages 1-13, August.

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