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E-raamat: College English Teacher Development in China: A Mixed-method Study

  • Formaat: PDF+DRM
  • Ilmumisaeg: 14-Feb-2017
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783034324496
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College English Teacher Development in China: A Mixed-method StudySuurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 14-Feb-2017
  • Kirjastus: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • Keel: eng
  • ISBN-13: 9783034324496
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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.
Chapter 1 Introduction
19(8)
1.1 The changing context of college English teaching in mainland China
19(2)
1.2 The significance of teacher motivation in teacher development
21(2)
1.3 Purpose of this study
23(1)
1.4 Significance of this study
24(3)
Chapter 2 Literature Review
27(54)
2.1 Overview
27(1)
2.2 Teacher development research
27(8)
2.2.1 The significance of teachers in educational change
27(1)
2.2.2 Evan's teacher development framework
28(3)
2.2.3 Extending the attitudinal elements of teacher development
31(1)
2.2.4 The significance of motivation-focused attitudinal development in teacher development
32(3)
2.3 Teacher motivation research
35(17)
2.3.1 Research on language teacher motivation
35(1)
2.3.2 The development of teacher motivation research
36(1)
2.3.2.1 Influencing factors of teacher motivation
37(1)
2.3.2.2 The effect of teacher motivation on teaching behaviour
38(3)
2.3.3 The application of motivation theories in teacher motivation research
41(1)
2.3.3.1 Expectancy-value theory
41(2)
2.3.3.2 Self-determination theory
43(3)
2.3.4 Achievement goal orientation theory and related studies
46(1)
2.3.4.1 A conceptual review of achievement goal orientation theory
46(2)
2.3.4.2 Achievement goal orientations for teaching
48(2)
2.3.4.3 Achievement goal orientations for teaching and teaching behaviour
50(2)
2.4 Research on teacher engagement and teacher commitment
52(5)
2.4.1 The development of teacher engagement research
52(1)
2.4.2 The relationship between teacher engagement and teacher motivation
53(1)
2.4.3 The development of teacher commitment research
54(2)
2.4.4 The relationship between teacher commitment and teacher motivation
56(1)
2.5 Approaches to teaching and its relationship with teacher motivation
57(13)
2.5.1 Teacher approaches to teaching in higher education
57(1)
2.5.1.1 Teacher approaches to teaching as an indicator of teacher intellectual development
58(1)
2.5.1.2 Teacher approaches to teaching as an indicator of teacher behavioural development
59(2)
2.5.1.3 Disciplinary differences in teacher approaches to teaching in higher education
61(1)
2.5.2 Language teacher approaches to teaching
62(1)
2.5.2.1 Learner-centred approach and the theories behind it
63(1)
2.5.2.2 Learner-centred approach in language teaching
64(1)
2.5.2.3 The transition from traditional approaches to learner-centred approach to language teaching
65(2)
2.5.3 Strategies adopted in language teaching and the relationship with teacher motivation
67(1)
2.5.3.1 Motivational strategies in language teaching
67(1)
2.5.3.2 The relationship with teacher motivation
68(2)
2.6 Domestic studies of college English teachers in mainland China
70(9)
2.6.1 College English curriculum reform
70(1)
2.6.1.1 Enhanced teaching objectives
71(1)
2.6.1.2 Decentralised national guidelines
71(1)
2.6.1.3 Innovated teaching and evaluation process
72(1)
2.6.1.4 Particular Concerns about teacher professional development
73(1)
2.6.1.5 Changed roles of teachers
73(1)
2.6.2 Innovated teaching approaches
74(1)
2.6.3 Teacher development research
75(2)
2.6.4 Teacher motivation research
77(1)
2.6.5 Teacher engagement and commitment research
78(1)
2.7 Summary
79(2)
Chapter 3 Methodology
81(24)
3.1 Conceptual framework
81(1)
3.2 Reiteration of the research questions
82(1)
3.3 Research design
83(3)
3.4 Quantitative phase
86(11)
3.4.1 Participants
86(2)
3.4.2 Instrumentation
88(3)
3.4.3 Data collection
91(1)
3.4.4 Data analysis
91(1)
3.4.5 Pilot study
92(1)
3.4.5.1 Participants
93(1)
3.4.5.2 Construct validity and reliability of the instrument
93(4)
3.5 Qualitative phase
97(7)
3.5.1 Case selection
98(3)
3.5.2 Protocol development
101(1)
3.5.3 Sources of documents
101(1)
3.5.4 Data collection
102(1)
3.5.5 Data analysis
103(1)
3.5.6 Trustworthiness
103(1)
3.6 Research ethics
104(1)
Chapter 4 The Characteristics of College English Teachers' Goal Orientations for Teaching
105(28)
4.1 Overview
105(1)
4.2 Quantitative Results
105(8)
4.2.1 Construct validity and reliability of the GOT
105(3)
4.2.2 Descriptive statistics and correlations
108(1)
4.2.3 Comparison of differences in teachers' goal orientations for teaching
109(4)
4.3 Qualitative Results
113(18)
4.3.1 Conceptualising the demographic differences in teachers' goal orientations for teaching
113(4)
4.3.2 Identifying factors influencing teachers' goal orientations
117(1)
4.3.2.1 Policy-based factors
117(7)
4.3.2.2 Institution-based factors
124(5)
4.3.2.3 Personal factors
129(2)
4.4 Summary
131(2)
Chapter 5 The Relationships Between Teachers' Goal Orientations for Teaching, Engagement and Commitment
133(22)
5.1 Overview
133(1)
5.2 Quantitative results
134(10)
5.2.1 Construct validity and reliability of the UWES and TCQ
134(1)
5.2.2 Descriptive statistics and correlations
135(3)
5.2.3 Relationship between teachers' goal orientations for teaching and teacher engagement
138(1)
5.2.4 Relationship between teacher goal orientations for teaching and teacher commitment
139(1)
5.2.5 The mediation of teacher engagement on the relationship between teachers' goal orientations for teaching and teacher commitment
140(4)
5.3 Qualitative results
144(9)
5.3.1 Construction of the relationship between teachers' goal orientations for teaching and teacher engagement
144(4)
5.3.2 Construction of the relationship between teachers' goal orientations for teaching and teacher commitment
148(5)
5.4 Summary
153(2)
Chapter 6 The Relationships Between Teachers' Goal Orientations for Teaching and Approaches to Teaching
155(16)
6.1 Overview
155(1)
6.2 Quantitative results
156(6)
6.2.1 Construct validity and reliability of the ATI
156(1)
6.2.2 Descriptive statistics and correlations
157(1)
6.2.3 Relationship between teachers' goal orientations for teaching and approaches to teaching
158(2)
6.2.4 The mediation of teacher engagement on the relationship between teachers' goal orientations for teaching and approaches to teaching
160(2)
6.3 Qualitative results
162(7)
6.3.1 Conceptualising the student-focused approach to college English teaching
162(4)
6.3.2 Conceptualising the teacher-focused approach to college English teaching
166(3)
6.4 Summary
169(2)
Chapter 7 Discussion and Conclusions
171(24)
7.1 Overview
171(1)
7.2 Discussion
171(16)
7.2.1 Characteristics of college English teachers' goal orientations for teaching in mainland China
171(1)
7.2.1.1 The validity and application of the GOT in the Chinese context
172(1)
7.2.1.2 Characteristics of college English teachers' goal orientations for teaching
173(1)
7.2.1.3 Influencing factors of college English teachers' goal orientations for teaching
174(1)
7.2.2 The relationship between college English teachers' goal orientations for teaching, engagement and commitment
175(1)
7.2.2.1 Relationship between college English teachers' goal orientations for teaching, engagement and commitment
176(3)
7.2.2.2 The mediation of teacher engagement on the relationship between teachers' goal orientations for teaching and teacher commitments
179(1)
7.2.3 The relationship between college English teachers' goal orientations for teaching and approaches to teaching
180(1)
7.2.3.1 Characteristics of college English teachers' approaches to teaching
181(2)
7.2.3.2 The relationship between teachers' goal orientations for teaching and approaches to teaching
183(2)
7.2.3.3 The mediation of teacher engagement on the relationship between teachers' goal orientations for teaching and approaches to teaching
185(2)
7.3 Implications
187(3)
7.3.1 Implications for theory
187(1)
7.3.2 Implications for practice
188(2)
7.4 Limitations and future directions
190(1)
7.5 Conclusions of this study
191(4)
Appendices
195(6)
Appendix 1 Questionnaire
195(5)
Appendix 2 Interview protocol
200(1)
References 201
Jiying Han is an associate professor and postdoctoral fellow in the School of Foreign Languages and Literature at Shandong University, P.R.China. She received a PhD in Education from the Faculty of Education at The Chinese University of Hong Kong. Dr. Han has published a number of journal articles dealing with teacher development, teacher motivation and English language teaching and learning. She is also a consultant at the Center for Teaching Advancement and Faculty Development at Shandong University.
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