Language Curriculum Innovation in a Chinese Secondary School: A Study of Teacher Cognition and Classroom Practices [Hardcover]

This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.

Acknowledgments.-?Abstract.-?List of Abbreviations.-?List of Figures.-?List of Tables.-?Chapter 1 Introduction.-?Chapter 2 Theoretical Framework of the Study.-?Chapter 3 Research Design.-?Chapter 4 Changes of Teacher Cognition within Curriculum Innovation.-?Chapter 5 The Changes of Teacher and Student Behaviors in Project Classrooms.-?Chapter 6 Teacher Cognition and Practices: Project vs. Non-project and Consistency vs. Inconsistency.-?Chapter 7 Factors Influencing the Implementation of the Danyang Project.-?Chapter 8 Conclusion.-?Appendix 1 The English classroom teaching evaluation form used for unfocused classroom observation.-?Appendix 2 A selected teaching journal with teacher educators feedback.-?Appendix 3 A selected action research report.-?Appendix 4 A classroom observation scheme used for focused classroom observation.-?Appendix 5 A selected sub-project agenda under group review.-?Appendix 6 A selected excerpt of field notes.-?Appendix 7 The codebook for coding qualitative data.-?Appendix 8 A selected interview transcript with open coding.-?Appendix 9 A coded classroom transcript.-?Appendix 10 A public letter Marian sent to parents.-?Appendix 11 A trial classroom observation scheme formulated by the office of Academic Affairs (Jiaowu Chu) at HES.