College English Teacher Development in China

A Mixed-method Study

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Teaching, Teaching Methods
Cover of the book College English Teacher Development in China by Jiying Han, Peter Lang
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Author: Jiying Han ISBN: 9783034324502
Publisher: Peter Lang Publication: February 14, 2017
Imprint: Peter Lang AG, Internationaler Verlag der Wissenschaften Language: English
Author: Jiying Han
ISBN: 9783034324502
Publisher: Peter Lang
Publication: February 14, 2017
Imprint: Peter Lang AG, Internationaler Verlag der Wissenschaften
Language: English

This study addresses the professional development of college English teachers in mainland China. It is designed to examine the relationship between teachers’ motivation and their attitudinal elements including teacher engagement and commitment, and teaching approaches. This study adopts a mixed-method design that starts with a quantitative phase in which data were collected and analysed to examine the hypothesised predictive power of teachers’ motivation on their engagement, commitment and teaching approaches. In the second phase, qualitative data acquired via semi-structured interviews and documentary analysis were collected to further interpret, explain and elaborate the quantitative results in greater depth. As language teaching has been an often-researched discipline in the teacher motivation literature, this study prompts one to rethink and reflect on the effectiveness of college English curriculum reform and provides implications for current college English teaching and the development of college English teachers.

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This study addresses the professional development of college English teachers in mainland China. It is designed to examine the relationship between teachers’ motivation and their attitudinal elements including teacher engagement and commitment, and teaching approaches. This study adopts a mixed-method design that starts with a quantitative phase in which data were collected and analysed to examine the hypothesised predictive power of teachers’ motivation on their engagement, commitment and teaching approaches. In the second phase, qualitative data acquired via semi-structured interviews and documentary analysis were collected to further interpret, explain and elaborate the quantitative results in greater depth. As language teaching has been an often-researched discipline in the teacher motivation literature, this study prompts one to rethink and reflect on the effectiveness of college English curriculum reform and provides implications for current college English teaching and the development of college English teachers.

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