2021 年 15 巻 p. 56-67
The reform of ethnic minority education in China demands curricular restructuring as well as the improvement of ethnic language pedagogies. Further, it also requiresdue concern for the qualifications and abilities of the teachers.
The development of education for ethnic minorities in China has progressed rapidly, with new initiatives taking place in recent years. However, this study aims to elucidate the current situation by investigating teacher training. Programs as the present circumstances have not yet been sufficiently illuminated. The study found, through observations and interviews at teacher training programs, that the knowledge and teaching skills of teachers of ethnic language education have improved because of new teaching methods, introduced in these courses. Interestingly, the formation of a sense of community among teachers at the training programs has encouraged a continuous enhancement of the abilities of teachers.
