Teacher Mediated Agency in Educational Reform in China
This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in Ch...
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| Định dạng: | Sách |
| Ngôn ngữ: | English |
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Springer
2016
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| Truy cập trực tuyến: | https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60038 |
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| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
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oai:scholar.dlu.edu.vn:DLU123456789-600382023-11-11T07:11:26Z Teacher Mediated Agency in Educational Reform in China Yang, Hongzhi General Administration Education Educational change -- China Teachers -- China This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. 2016-04-13T03:03:27Z 2016-04-13T03:03:27Z 2015 Book 978-3-319-15925-6 978-3-319-15924-9 https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60038 en application/pdf Springer |
| institution |
Thư viện Trường Đại học Đà Lạt |
| collection |
Thư viện số |
| language |
English |
| topic |
General Administration Education Educational change -- China Teachers -- China |
| spellingShingle |
General Administration Education Educational change -- China Teachers -- China Yang, Hongzhi Teacher Mediated Agency in Educational Reform in China |
| description |
This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. |
| format |
Book |
| author |
Yang, Hongzhi |
| author_facet |
Yang, Hongzhi |
| author_sort |
Yang, Hongzhi |
| title |
Teacher Mediated Agency in Educational Reform in China |
| title_short |
Teacher Mediated Agency in Educational Reform in China |
| title_full |
Teacher Mediated Agency in Educational Reform in China |
| title_fullStr |
Teacher Mediated Agency in Educational Reform in China |
| title_full_unstemmed |
Teacher Mediated Agency in Educational Reform in China |
| title_sort |
teacher mediated agency in educational reform in china |
| publisher |
Springer |
| publishDate |
2016 |
| url |
https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/60038 |
| _version_ |
1782545646771765248 |