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Teacher mediated agency in education...

Yang, Hongzhi.

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Teacher mediated agency in educational reform in China

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher mediated agency in educational reform in China/ by Hongzhi Yang.
Author:	Yang, Hongzhi.
Published:	Cham :Springer International Publishing : : 2015.,
Description:	xv, 213 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1: Introduction -- Chapter 2: A Sociocultural Perspective on Teacher Agency -- Chapter 3: Advanced Activity Systems -- Chapter 4: The Case Study of Sunny - The Prisoner -- Chapter 5: The Case Study of Jenny - The Unresponsive Apprentice -- Chapter 6: The Case Study of Lynne - The Reflective Practitioner -- Chapter 7: Discussion and Conclusion -- Appendices.
Contained By:	Springer eBooks
Subject:	Teachers - China. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-15925-6
ISBN:	9783319159256 (electronic bk.)

Teacher mediated agency in educational reform in China
Yang, Hongzhi.

Teacher mediated agency in educational reform in China[electronic resource] /by Hongzhi Yang. - Cham :Springer International Publishing :2015. - xv, 213 p. :ill., digital ;24 cm. - English language education,v.32213-6967 ;. - English language education ;v.2..

Chapter 1: Introduction -- Chapter 2: A Sociocultural Perspective on Teacher Agency -- Chapter 3: Advanced Activity Systems -- Chapter 4: The Case Study of Sunny - The Prisoner -- Chapter 5: The Case Study of Jenny - The Unresponsive Apprentice -- Chapter 6: The Case Study of Lynne - The Reflective Practitioner -- Chapter 7: Discussion and Conclusion -- Appendices.

This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engestrom's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one's teaching with respect to beliefs, knowledge, and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop, and evaluate curriculum-based mediational means.

ISBN: 9783319159256 (electronic bk.)

Standard No.: 10.1007/978-3-319-15925-6doiSubjects--Topical Terms:

2139532
Teachers
--China.

LC Class. No.: LB1832.4.C6

Dewey Class. No.: 371.100951

Teacher mediated agency in educational reform in China
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100 1 $a Yang, Hongzhi. $3 2139531
245 1 0 $a Teacher mediated agency in educational reform in China $h [electronic resource] / $c by Hongzhi Yang.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a xv, 213 p. : $b ill., digital ; $c 24 cm.
490 1 $a English language education, $x 2213-6967 ; $v v.3
505 0 $a Chapter 1: Introduction -- Chapter 2: A Sociocultural Perspective on Teacher Agency -- Chapter 3: Advanced Activity Systems -- Chapter 4: The Case Study of Sunny - The Prisoner -- Chapter 5: The Case Study of Jenny - The Unresponsive Apprentice -- Chapter 6: The Case Study of Lynne - The Reflective Practitioner -- Chapter 7: Discussion and Conclusion -- Appendices.
520 $a This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engestrom's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one's teaching with respect to beliefs, knowledge, and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop, and evaluate curriculum-based mediational means.
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650 0 $a Educational change $z China. $3 1557525
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650 2 4 $a Language Education. $3 895037
650 2 4 $a Curriculum Studies. $3 895988
650 2 4 $a Sociology of Education. $3 1001905
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856 4 0 $u http://dx.doi.org/10.1007/978-3-319-15925-6
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