Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605604
Title: Reflection, change and reconstruction in the context of educational reform and innovation in China : towards an integrated framework centred on reflective teaching practice for EFL teachers' professional development
Author: Jiang, Y.
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 2011
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Abstract:
This thesis examines the professional development of English as a foreign language teachers engaged in a teacher preparation programme of reflective teaching in a university in China. Situated in the context of the reforms of English language teaching and teacher education, this study focuses on how, if at all, reflective teaching contributes to Chinese university EFL teachers’ development in thinking about English language teaching and their own classroom practice. Adopting an interpretivist and constructivist epistemological paradigm, and drawing on key aspects of reflective teaching theory, the study reconceptualises EFL teachers’ professional development in reflective teaching practice at the group level and the individual level respectively. I investigate how the novice, developing and experienced teachers differed in their views about reflective practice; how the teachers’ thinking about English language teaching developed; how the teachers’ performance in EFL classroom practice developed; and how the teachers dealt with the changes during the period of the teacher education programme. The research design uses a research strategy of case study and action research, which generated a wide range of data from questionnaires, interviews, observations, reflective writings, and audio recordings. Analysis of the questionnaire data completed by 30 university EFL teachers at the university department reveals how the participant novice, developing and experienced teachers differed in their views about reflective practice in the following areas: focus of reflection, basic views about reflective teaching, use of strategies in reflective teaching, and engagement in action research. Analysis of the qualitative data focusing on 10 teachers from the sample indicates that the teachers’ understanding of pedagogical philosophy and aims of English teaching, of EFL pedagogy, of how students learn EFL, awareness of students’ needs and understanding of the role and image of the teacher were transformed through reflection when they were engaged in the reflective teaching process.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605604  DOI: Not available
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