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Walking with bound feet teachers’ lived experiences in China’s English curriculum change

Walking with bound feet teachers’ lived experiences in China’s English curriculum change

 Wei Liu
 Routledge, 2020
 UK Limited : Pages 242-257 English ISSN: 07908318
CurriculumHigh school educationChương trình giảng dạyGiáo dục trung học phổ thông
Tác giả CN Wei Liu
Nhan đề Walking with bound feet: teachers’ lived experiences in China’s English curriculum change / Wei Liu, Qiang Wang
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 242-257
Tóm tắt Reported in this paper is an ethnographic study in a Beijing senior high school that aims to examine the pedagogical lived experiences of Chinese EFL teachers against the backdrop of the nation’s mandated curriculum change. The lived experiences of teachers gleaned from this study speak to the complexity and difficulty of pedagogical change at the classroom level. In particular, the teachers’ classroom pedagogies are found to reflect neither the official curriculum ideas nor their own espoused beliefs. The study points to the necessity of expanding space for teachers’ autonomy to achieve more meaningful mutual adaption in curriculum implementation.
Thuật ngữ chủ đề Curriculum
Thuật ngữ chủ đề High school education
Từ khóa tự do Chương trình giảng dạy
Từ khóa tự do Curriculum
Từ khóa tự do High school education
Từ khóa tự do Giáo dục trung học phổ thông
Tác giả(bs) CN Qiang Wang
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language, Culture and Curriculum- Volume 33, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/07908318.2019.1615077
MARC
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520[ ] |a Reported in this paper is an ethnographic study in a Beijing senior high school that aims to examine the pedagogical lived experiences of Chinese EFL teachers against the backdrop of the nation’s mandated curriculum change. The lived experiences of teachers gleaned from this study speak to the complexity and difficulty of pedagogical change at the classroom level. In particular, the teachers’ classroom pedagogies are found to reflect neither the official curriculum ideas nor their own espoused beliefs. The study points to the necessity of expanding space for teachers’ autonomy to achieve more meaningful mutual adaption in curriculum implementation.
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650[0 0] |a High school education
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653[0 ] |a Giáo dục trung học phổ thông
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