Study of cross-cultural adaptation of foreign teachers working in Chongqing colleges and universities;

On the employment and administration of foreign teachers in the higher vocational institutions;

This paper analyzes the importance of "Introducing Intellectuals",and points out that inviting foreign teachers is an important part of "Introducing Intellectuals".

As the rapid development of Sino-Foreign joint education and the carrying-on of the educational ministry s Rules of Sino-Foreign Joint Education, the foreign teachers with their acceptance, management, position and function become a focus of attention.

With China s entry into the WTO, foreign teachers in growing number are seen teaching at elementary and middle school.

Though the number of native English teachers is considered a very important index of English teaching quality in various institutions offering English language courses,it has been proved that EFL classes with native English teachers and Chinese students are not so satisfactory.

This study was intended to investigate native English teachers’and Chinese English majors’perceptions of the corrective feedback in oral English class and to analyze the underlying factors responsible for the similarities and differences in their perceptions between the two sides.

Fifty five sessions of classroom instruction of expert and non-expert teachers were videotaped and then were coded in terms of the way and the content of classroom discourse.

Through interviewing five expert mathematics teachers after watching purposefully selected videos, and analyzing the transcripts of interviews qualitatively, it was found that the expert teachers evaluate mathematics lessons from the following dimensions, i.

Based on the features of the knowledge structure of secondary school mathematics expert teachers, using the examples of developing 109 subject leading teachers, the authors summarized a series of developing models for expert teachers.

This study used questionnaires to assess the subject matter knowledge of thirty two elementary mathematical teachers including expert teachers and non-expert ones with a ratio of 50/50.

Therefore,the research focuses on expert teachers and novice teachers in senior high school to fred out the differences from questioning in class,which can be the reference for the novice teachers\' professional growing up.