Language Curriculum Innovation in a Chinese Secondary School: A Study of Teacher Cognition and Classroom Practices

Description

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. Front Matter ....Pages i-xxiii Introduction (Yan Zhu)....Pages 1-21 Theoretical Framework of the Study (Yan Zhu)....Pages 23-47 Research Design (Yan Zhu)....Pages 49-73 Changes of Teacher Cognition within Curriculum Innovation (Yan Zhu)....Pages 75-93 Changes of Teacher and Student Behaviors in Project Classrooms (Yan Zhu)....Pages 95-130 Teacher Cognition and Practices: Project versus Non-project and Consistency versus Inconsistency (Yan Zhu)....Pages 131-146 Factors Influencing the Implementation of the Danyang Project (Yan Zhu)....Pages 147-168 Conclusion (Yan Zhu)....Pages 169-182 Back Matter ....Pages 183-247