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Conference Paper: "The participatory relationship among Teachers, Learners, and Curriculum Materials: a case study of Four Tertiary - Level Chinese EFL Teachers in Mainland China"
Title | "The participatory relationship among Teachers, Learners, and Curriculum Materials: a case study of Four Tertiary - Level Chinese EFL Teachers in Mainland China" |
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Authors | |
Issue Date | 2015 |
Citation | The 2015 Annual General Meeting of the American Educational Research Association (AERA), Chicago, IL., 16-20 April 2015. How to Cite? |
Abstract | This paper examines a ubiquitous yet under-studied area of language pedagogy, i.e. material use. It explores teacher-curriculum relationship at tertiary level in the Chinese EFL context by focusing on teachers’ curricular and pedagogical decisions with respect to curriculum materials in enacting curriculum. A qualitative multi-case study involving four Chinese EFL teachers at tertiary level in Mainland China represents the design for this study. Drawing on data from teachers’ interviews, students’ interviews, lesson observations and documents in the pilot study, three ways that textbooks mediate college faculty work regarding instruction were identified along with several influential factors (e.g. teachers’ perceptions on curriculum materials, features of curriculum materials, students’ responses). Implications for teaching, learning and future research will also be presented. |
Description | Meeting Theme: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis Poster Session: 63.085-5: Faculty, Curriculum and Teaching |
Persistent Identifier | http://hdl.handle.net/10722/211429 |
DC Field | Value | Language |
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dc.contributor.author | Harfitt, GJ | - |
dc.contributor.author | Li, Z | - |
dc.date.accessioned | 2015-07-13T07:43:27Z | - |
dc.date.available | 2015-07-13T07:43:27Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | The 2015 Annual General Meeting of the American Educational Research Association (AERA), Chicago, IL., 16-20 April 2015. | - |
dc.identifier.uri | http://hdl.handle.net/10722/211429 | - |
dc.description | Meeting Theme: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis | - |
dc.description | Poster Session: 63.085-5: Faculty, Curriculum and Teaching | - |
dc.description.abstract | This paper examines a ubiquitous yet under-studied area of language pedagogy, i.e. material use. It explores teacher-curriculum relationship at tertiary level in the Chinese EFL context by focusing on teachers’ curricular and pedagogical decisions with respect to curriculum materials in enacting curriculum. A qualitative multi-case study involving four Chinese EFL teachers at tertiary level in Mainland China represents the design for this study. Drawing on data from teachers’ interviews, students’ interviews, lesson observations and documents in the pilot study, three ways that textbooks mediate college faculty work regarding instruction were identified along with several influential factors (e.g. teachers’ perceptions on curriculum materials, features of curriculum materials, students’ responses). Implications for teaching, learning and future research will also be presented. | - |
dc.language | eng | - |
dc.relation.ispartof | Annual General Meeting of the American Educational Research Association, AERA 2015 | - |
dc.title | "The participatory relationship among Teachers, Learners, and Curriculum Materials: a case study of Four Tertiary - Level Chinese EFL Teachers in Mainland China" | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Harfitt, GJ: gharfitt@hkucc.hku.hk | - |
dc.identifier.authority | Harfitt, GJ=rp00901 | - |
dc.identifier.hkuros | 245261 | - |