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Introduction

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Teacher Mediated Agency in Educational Reform in China

Part of the book series: English Language Education ((ELED,volume 3))

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Abstract

Chapter 1 firstly discusses educational reform at the international level and argues that it is necessary to research how Chinese teachers respond to curriculum reforms and how their knowledge and beliefs are influenced by these reforms. After reviewing the relevant literature and my own teaching and learning experience, this chapter then states the purpose and research questions of this ethnographic study and argues for the use of activity theory with the ZPD to indicate the development of teachers’ cognition and agency in adapting their teaching. The third section briefly summarises the research methods of the reported study and the process of data collection. This section also evaluates the issues of transparency and trustworthiness in this study. Finally, the last section presents the outline of the book.

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Authors and Affiliations

  1. The University of New South Wales, Sydney, NSW, Australia

    Hongzhi Yang

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  1. Hongzhi Yang
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Yang, H. (2015). Introduction. In: Teacher Mediated Agency in Educational Reform in China. English Language Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-15925-6_1

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