TRA CỨU
  • Bài trích
  • Walking with bound feet: teachers’ lived experiences in China’s English curriculum change /
Tác giả CN Wei Liu
Nhan đề Walking with bound feet: teachers’ lived experiences in China’s English curriculum change / Wei Liu, Qiang Wang
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 242-257
Tóm tắt Reported in this paper is an ethnographic study in a Beijing senior high school that aims to examine the pedagogical lived experiences of Chinese EFL teachers against the backdrop of the nation’s mandated curriculum change. The lived experiences of teachers gleaned from this study speak to the complexity and difficulty of pedagogical change at the classroom level. In particular, the teachers’ classroom pedagogies are found to reflect neither the official curriculum ideas nor their own espoused beliefs. The study points to the necessity of expanding space for teachers’ autonomy to achieve more meaningful mutual adaption in curriculum implementation.
Đề mục chủ đề Curriculum
Đề mục chủ đề High school education
Thuật ngữ không kiểm soát Chương trình giảng dạy
Thuật ngữ không kiểm soát Curriculum
Thuật ngữ không kiểm soát High school education
Thuật ngữ không kiểm soát Giáo dục trung học phổ thông
Tác giả(bs) CN Qiang Wang
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language, Culture and Curriculum- Volume 33, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/07908318.2019.1615077
    Vốn tư liệu
000 00000nas#a2200000ui#4500
00159704
0022
004A673CCB7-E8A7-4313-8281-9C0C6A12024E
005202011121515
008081223s2020 vm| vie
0091 0
022 |a07908318
035|a1456362153
039|a20241208234743|bidtocn|c20201112151505|dtult|y20201015100216|zhuongnt
0410 |aeng
044 |auk
1000|aWei Liu
24510|aWalking with bound feet: teachers’ lived experiences in China’s English curriculum change / |cWei Liu, Qiang Wang
260 |aUK Limited : |bRoutledge, |c2020
300|bPages 242-257
520|aReported in this paper is an ethnographic study in a Beijing senior high school that aims to examine the pedagogical lived experiences of Chinese EFL teachers against the backdrop of the nation’s mandated curriculum change. The lived experiences of teachers gleaned from this study speak to the complexity and difficulty of pedagogical change at the classroom level. In particular, the teachers’ classroom pedagogies are found to reflect neither the official curriculum ideas nor their own espoused beliefs. The study points to the necessity of expanding space for teachers’ autonomy to achieve more meaningful mutual adaption in curriculum implementation.
65000|aCurriculum
65000|aHigh school education
6530 |aChương trình giảng dạy
6530 |aCurriculum
6530 |aHigh school education
6530 |aGiáo dục trung học phổ thông
7000|aQiang Wang
710 |aTaylor & Francis Group
773|tLanguage, Culture and Curriculum|gVolume 33, 2020 - Issue 3
856|uhttps://doi.org/10.1080/07908318.2019.1615077
890|a0|b0|c0|d0

Không có liên kết tài liệu số nào