Knowledge Transfer Model for New Teacher Training Process in Chinese Language Teaching

Abstract

The study focuses on new teachers training process in Chinese language teaching in Chiang Mai, Thailand. As China getting more and more attention in global, there are a lot of students hoping to learn Chinese in Chiang Mai. However, to hire an excellent Chinese teacher is very hard. Many Chinese teachers in Chiang Mai are the students who are learning in universities, so almost of them lack teaching experience. Therefore, there should be a training process before these new Chinese teachers starting teaching at organization. However, based on analysis of the present new teacher training process, it showed that there is lacking skills of teacher’s teaching methods and teaching materials understanding. In this research, it will build a new training process for new Chinese teachers, which is a knowledge transfer model from experienced teachers to new teachers In this research, there are 4 objectives. The first is to identify the knowledge gap between new teachers and experienced teachers. The second is to analyze the previous new teachers training process in Chinese language teaching. The third is to design a new training process to the new Chinese teachers. And the last is to validate the reliability of the new teachers training process This research is intended to design a new training process for contemporary Chinese teachers based on knowledge creation model and learning evaluation model, hoping to improve new teacher’s teaching competency and satisfaction of students and parents. Knowledge creation model will analyze the required knowledge that should deliver to new teachers when they take training. Moreover, the learning evaluation model will analyze the way to deliver the required knowledge to new teachers. To guarantee the reliability of the new training process, there will design the measurements at each training level In this research, it will show the results in implementing the new training process. After the new teachers attend the new training process for 3 months, new teachers can perform better than pervious teachers, which can be proved by students’ performance. In the real implement, there are 2 main outcomes. First, the students test score is much higher than previous students. Second, there are less students dropping out. And it can attract more Thai students to learn Chinese language in organization Above all, this research hopes to help more new Chinese teachers to teach Chinese language in Chiang Mai. It aims to introduce the new training for new Chinese teachers. In this approach, it can serve to attract more students to learn Chinese in AILC and contribute to Chinese language learning in Chiang Mai, Thailand