Authors:
- Offers insights on teacher agency as a factor in reforming the English as a Foreign Language curriculum in China
- Provides a theoretical framework for analyzing teacher agency from a developmental perspective
- Argues that curriculum reform in China needs to shift from top-down policies to bottom-up implementation
Part of the book series: English Language Education (ELED, volume 3)
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Table of contents (7 chapters)
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Front Matter
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Back Matter
About this book
Keywords
- Engeström activity theory
- English curriculum reform in China
- Vygotsky concept of ZDP
- curriculum-based mediation
- empowering teachers in pedagogical innovation
- teacher agency, beliefs, knowledge, instructional practices
- teacher roles in curriculum reform
- top-down policies, bottom-up implementation
- zone of proximal development
Authors and Affiliations
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The University of New South Wales, Sydney, Australia
Hongzhi Yang
Bibliographic Information
Book Title: Teacher Mediated Agency in Educational Reform in China
Authors: Hongzhi Yang
Series Title: English Language Education
DOI: https://doi.org/10.1007/978-3-319-15925-6
Publisher: Springer Cham
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2015
Hardcover ISBN: 978-3-319-15924-9Published: 08 April 2015
Softcover ISBN: 978-3-319-34964-0Published: 05 October 2016
eBook ISBN: 978-3-319-15925-6Published: 26 March 2015
Series ISSN: 2213-6967
Series E-ISSN: 2213-6975
Edition Number: 1
Number of Pages: XV, 213
Number of Illustrations: 14 b/w illustrations
Topics: Language Education, Curriculum Studies, Sociology of Education