Our Story of Innovation: Reforming the Traditional Approach to ELT in China's Hinterlands

Autor/inn/en	Smith, Melissa K.; Wu, Yongqiang; Wang, Yiwen; Wu, Rong; Wang, Yan
Titel	Our Story of Innovation: Reforming the Traditional Approach to ELT in China's Hinterlands
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.607-619 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Melissa K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2098962
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Instructional Innovation; Mentors; Action Research; Universities; College Faculty; Teacher Attitudes; Educational Change; Teaching Methods; Faculty Development; Teacher Role; Consciousness Raising; Student Interests; Student Motivation; College Students; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Educational Innovation; Bildungsinnovation; Projektforschung; University; Universität; Fakultät; Lehrerverhalten; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Bewusstseinsbildung; Studieninteresse; Schulische Motivation; Collegestudent
Abstract	This paper investigates four teachers' efforts to innovate during a semester of English language teaching at a university in China. At the end of a mentor-facilitated action research cycle, the teachers wrote their 'Story of Innovation' in order to construct deeper understandings of their experiences. These stories were examined for themes and are retold here as a collective story in order to show what 'innovation' means to the four teachers and the benefits gained from innovating. Although the teachers' understandings of innovation converged with government policies and other top-down expectations, the individual emphasis of each suggests that different teachers view innovation from the perspective of their particular context. Moreover, although each of the four saw benefits for self and their students, what emerged from their stories was how they grew from the innovation process which may best be described as gradual restructuring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01