Continuing professional development of EMI teachers: a Chinese case study

This brief article reports on a professional development programme aiming to provide professional training and support to EMI teachers in a university in China. Drawing on interview data with five participants, the findings show that the programme improved the teachers' self-efficacy by guiding teachers to think about the nature of EMI and its role in content learning, and providing modelling and microteaching practice in a learning community. The study concludes with some implications for university teacher development.