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Teacher Mediated Agency in Educational Reform in China electronic resource by Hongzhi Yang.

By: Yang, Hongzhi [author.]Contributor(s): SpringerLink (Online service)Material type: TextTextSeries: English Language EducationPublication details: Cham : Springer International Publishing : Imprint: Springer, 2015Description: XV, 213 p. 14 illus. online resourceContent type: text Media type: computer Carrier type: online resourceISBN: 9783319159256Subject(s): education | Curriculums (Courses of study) | Education -- Curricula | Language and education | Educational sociology | Education and sociology | Sociology, Educational | Education | language education | Curriculum Studies | Sociology of EducationDDC classification: 407.1 LOC classification: LC8-6691Online resources: Click here to access online
Contents:
Chapter 1: Introduction -- Chapter 2: A Sociocultural Perspective on Teacher Agency -- Chapter 3: Advanced Activity Systems -- Chapter 4: The Case Study of Sunny - The Prisoner -- Chapter 5: The Case Study of Jenny - The Unresponsive Apprentice -- Chapter 6: The Case Study of Lynne - The Reflective Practitioner -- Chapter 7: Discussion and Conclusion -- Appendices.
In: Springer eBooksSummary: 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.
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Chapter 1: Introduction -- Chapter 2: A Sociocultural Perspective on Teacher Agency -- Chapter 3: Advanced Activity Systems -- Chapter 4: The Case Study of Sunny - The Prisoner -- Chapter 5: The Case Study of Jenny - The Unresponsive Apprentice -- Chapter 6: The Case Study of Lynne - The Reflective Practitioner -- Chapter 7: Discussion and Conclusion -- Appendices.

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.

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