Exploring teachers' experiences in curriculum implementation in China
Case studies of four secondary school English teachers
(Sprache: Englisch)
This book reports on a case study of four teachers' beliefs and practices in the course of implementing a new English curriculum in China. The data were collected from in-depth interviews and classroom observations during two site visits over an academic...
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This book reports on a case study of four teachers' beliefs and practices in the course of implementing a new English curriculum in China. The data were collected from in-depth interviews and classroom observations during two site visits over an academic year. The findings indicate that teachers have views and ideas about English as a language, and about learning and teaching the language in relation to the new curriculum. Teachers make moment-to-moment decisions in the classroom drawing on these views and ideas in response to the school and social contexts. The teacher, the institution and the culture of learning are mutually informing and constitutive. This relationship becomes only more crucial in a context of new curriculum implementation, where teacher change in both beliefs and practices is essential. An enhanced understanding of this relationship calls for concerted efforts at the three levels (individual,institutional and social) in every endeavor to implement a new curriculum.
Autoren-Porträt von Wenfeng Wang
Wang, WenfengWenfeng Wang (BA, MA, PhD) is teaching EAP courses at theUniversity of Hong Kong. His research interests are in languageeducation and teacher development. Some recent publications are:English Language Education in China by JMMD, 2008 (with Andy Gao)and The English Curriculum for Senior Secondary Schools in Chinaby RELC, 2009 (with Agnes Lam).
Bibliographische Angaben
- Autor: Wenfeng Wang
- 2009, 216 Seiten, Maße: 22 cm, Kartoniert (TB), Englisch
- Verlag: LAP Lambert Academic Publishing
- ISBN-10: 3838304195
- ISBN-13: 9783838304199
Sprache:
Englisch
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