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dc.contributor.authorHan, Han
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date2008-08-17 09:08:34.638en
dc.date.accessioned2008-08-21T17:34:22Z
dc.date.available2008-08-21T17:34:22Z
dc.date.issued2008-08-21T17:34:22Z
dc.identifier.urihttp://hdl.handle.net/1974/1361
dc.descriptionThesis (Ph.D, Education) -- Queen's University, 2008-08-17 09:08:34.638en
dc.description.abstractThis research explored Chinese college English teachers’ beliefs and conceptual change in relation to the government-mandated shift from the traditional grammar-based approaches to language teaching to communicative language teaching (CLT). This study employed an ethnographic approach and was conducted at a university in China. Six Chinese college English teachers agreed to participate in a three-month study during which their classroom teaching was observed and they were interviewed about their teaching experiences, understanding of the new teaching methods, and interpretations of the curriculum change. Three patterns of conceptual change were found in their beliefs about language teaching and learning: (a) change in teaching methods but no significant change in conceptions and beliefs, (b) change in both teaching methods and conceptions accompanied by painful conceptual conflict, and (c) change in both teaching methods and beliefs and an acquisition of broader curriculum perspectives. The stories and experiences of the participants indicate the complex, non-linear nature of conceptual development in their beliefs about language teaching. They struggled to expand their conceptual space by dwelling in the Zone of Between—between Chinese and Western educational traditions, between social, cognitive, and psychological processes of conceptual growth, between teaching and educating, and between curriculum-as-plan and curriculum-in-use. This study is expected to have suggestions for ongoing college English teaching in China, provide insight for the research of teachers’ beliefs related to curriculum development in other cultural contexts, and inform language teacher education and development programs.en
dc.format.extent707783 bytes
dc.format.mimetypeapplication/pdf
dc.languageenen
dc.language.isoenen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectCurriculum innovationen
dc.subjectTeachers' beliefsen
dc.subjectConceptual conflicten
dc.subjectConceptual changeen
dc.subjectChinaen
dc.subjectCollege Englishen
dc.subjectGrammar-based approachesen
dc.subjectCommunicative approachesen
dc.subjectTeacher-centereden
dc.subjectStudent-centereden
dc.titleA study of Chinese college English teachers in China - their beliefs and conceptual change.en
dc.typeThesisen
dc.description.degreePh.Den
dc.contributor.supervisorLuce-Kapler, Rebeccaen
dc.contributor.departmentEducationen


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