File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: 'Nowadays, teachers are relatively obedient': Understanding primary school English teachers' conceptions of and drives for research in China

Title'Nowadays, teachers are relatively obedient': Understanding primary school English teachers' conceptions of and drives for research in China
Authors
KeywordsChina
primary school teachers
teacher research
Issue Date2011
PublisherSage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.com
Citation
Language Teaching Research, 2011, v. 15 n. 1, p. 61-81 How to Cite?
AbstractResearch engagement has been widely considered crucial in transforming teachers into 'expert knowers about their students and classrooms' (Cochran-Smith & Lytle, 1999, p. 16). This article reports on a mixed-method study of the research engagement of a group of primary school teachers in China's Guangdong province, focusing particularly on their conceptions of teacher research and the contextual factors driving them to do research. The study revealed that the majority of these teachers opted for the type of research involving experimental use of particular teaching methods or approaches in their classrooms with the intention of improving their teaching and their students' learning. While sharing research findings through publication is an integral part of academic research, these teachers did not place much emphasis on writing for publication, although they reported alternative forms of research dissemination. The study also revealed that research has been promoted through a top-down performance review process for schools and teachers, which has research activity and outcomes structured into it. This mechanism may be effective in promoting research activity among schools and teachers, but it is far less effective in actually supporting teachers' research efforts. We conclude that further research on primary school English teachers' research experiences is needed in order to provide relevant and useful knowledge to teacher educators and policymakers on the Chinese mainland, making research a sustainable path to professional excellence for teachers. © 2010 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/141749
ISSN
2015 Impact Factor: 1.444
2015 SCImago Journal Rankings: 1.396
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGao, Xen_HK
dc.contributor.authorBarkhuizen, Gen_HK
dc.contributor.authorChow, Aen_HK
dc.date.accessioned2011-09-27T03:00:16Z-
dc.date.available2011-09-27T03:00:16Z-
dc.date.issued2011en_HK
dc.identifier.citationLanguage Teaching Research, 2011, v. 15 n. 1, p. 61-81en_HK
dc.identifier.issn1362-1688en_HK
dc.identifier.urihttp://hdl.handle.net/10722/141749-
dc.description.abstractResearch engagement has been widely considered crucial in transforming teachers into 'expert knowers about their students and classrooms' (Cochran-Smith & Lytle, 1999, p. 16). This article reports on a mixed-method study of the research engagement of a group of primary school teachers in China's Guangdong province, focusing particularly on their conceptions of teacher research and the contextual factors driving them to do research. The study revealed that the majority of these teachers opted for the type of research involving experimental use of particular teaching methods or approaches in their classrooms with the intention of improving their teaching and their students' learning. While sharing research findings through publication is an integral part of academic research, these teachers did not place much emphasis on writing for publication, although they reported alternative forms of research dissemination. The study also revealed that research has been promoted through a top-down performance review process for schools and teachers, which has research activity and outcomes structured into it. This mechanism may be effective in promoting research activity among schools and teachers, but it is far less effective in actually supporting teachers' research efforts. We conclude that further research on primary school English teachers' research experiences is needed in order to provide relevant and useful knowledge to teacher educators and policymakers on the Chinese mainland, making research a sustainable path to professional excellence for teachers. © 2010 The Author(s).en_HK
dc.languageengen_US
dc.publisherSage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.comen_HK
dc.relation.ispartofLanguage Teaching Researchen_HK
dc.subjectChinaen_HK
dc.subjectprimary school teachersen_HK
dc.subjectteacher researchen_HK
dc.title'Nowadays, teachers are relatively obedient': Understanding primary school English teachers' conceptions of and drives for research in Chinaen_HK
dc.typeArticleen_HK
dc.identifier.emailGao, X: xsgao@hku.hken_HK
dc.identifier.authorityGao, X=rp01549en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1177/1362168810383344en_HK
dc.identifier.scopuseid_2-s2.0-78650454755en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78650454755&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume15en_HK
dc.identifier.issue1en_HK
dc.identifier.spage61en_HK
dc.identifier.epage81en_HK
dc.identifier.eissn1477-0954-
dc.identifier.isiWOS:000285628500004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridGao, X=23099781400en_HK
dc.identifier.scopusauthoridBarkhuizen, G=14623673000en_HK
dc.identifier.scopusauthoridChow, A=36695999900en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats