A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later

ABSTRACT Today, engaging in university extension programs is mandatory for undergraduate students in Humanities. However, before 2015, efforts in this area were rather scant and tended to concentrate on services and consultancy. Few were the projects, like CLAC (Language Courses for the Community), that aimed at preparing teachers for the realities of the classroom by means of a hands-on experience. To examine the influence this pioneer project may have on the academic, professional, and personal life of the participants, this paper reports a longitudinal study with 60 participants. Their answers to an online questionnaire indicate that the project reached its objectives in terms of promoting critical thinking and autonomy, and preparing well-qualified professionals. This assessment shows that this pioneering project is a model that should be replicated.

摘要 如今，人文社科专业本科生参与大学拓展项目已成为必修要求。但在2015年之前，该领域的相关实践较为匮乏，且多聚焦于服务与咨询类工作。彼时仅有少数项目，如CLAC（社区语言课程，Language Courses for the Community），旨在通过实操历练帮助教师适配课堂教学的实际场景。为探究该先锋项目对参与者学术、职业及个人生活的影响，本文针对60名参与者开展了一项纵向研究。参与者对线上问卷的反馈结果显示，该项目在培育批判性思维与自主能力、培养高素质专业人才方面达成了既定目标。本评估表明，这项开创性项目具备可推广的示范价值。