Disentangling Teachers' Enactment of Materials: A Case Study of Two Language Teachers in Higher Education in China

Autor/in	Li, Zhan
Titel	Disentangling Teachers' Enactment of Materials: A Case Study of Two Language Teachers in Higher Education in China
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 3, S.449-468 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Zhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1750050
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; Faculty Development; Material Development; Learning Theories; Cognitive Processes; English (Second Language); Foreign Countries; Textbooks; Higher Education; Case Studies; Teacher Student Relationship; Instructional Materials; Teacher Attitudes; Teaching Methods; Curriculum Development; Educational Change; College Students; China + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrmaterialentwicklung; Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Collegestudent
Abstract	This case study examines an under-explored domain of teaching, namely, teachers' use of curriculum materials to enact instructions. It focuses on English-as-a-foreign-language (EFL) teachers' enactment of instructions through utilising prescribed textbooks in Higher Education (HE) in China. Drawing on interviews and lesson observations from two Chinese EFL teachers in two successive years in one university, four interactive processes of teachers' materials use in classroom settings were identified. Deploying Keller and Keller's 'cognition in tool use' and Vygotsky's 'mediation theory', teachers' cognitive processes were unpacked and the mediated relations among teachers, students and other stakeholders that underpinned the processes of materials use were disentangled. Findings revealed that teachers' enactments of materials at the classroom level was situated, dynamic and complex. Recommendations for professional development, materials development, and future research are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01