Language Curriculum Innovation in a Chinese Secondary School
A Study of Teacher Cognition and Classroom Practices
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Beschreibung
This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.
This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.
Delineates changes in teachers’ cognition and practices during a four-year innovation project; Investigates factors influencing the implementation of curriculum innovation; Provides guiding principles for researchers and practitioners conducting university-school collaborative innovation projects Includes supplementary material: sn.pub/extras
Autor*in
Yan Zhu
Themen in »Language Curriculum Innovation in a Chinese Secondary School«
Teacher Cognition Foreign Language Classroom Practices Curriculum Innovation Teacher Education University-school Collaboration Ethnographic Study