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001 978-3-031-64002-5
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020 _a9783031640025
_9978-3-031-64002-5
024 7 _a10.1007/978-3-031-64002-5
_2doi
050 4 _aP51-59.4
072 7 _aCJ
_2bicssc
072 7 _aEDU029080
_2bisacsh
072 7 _aCJ
_2thema
100 1 _aYixuan, Jing.
_eauthor.
_0(orcid)0000-0002-8710-1132
_1https://orcid.org/0000-0002-8710-1132
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_982767
245 1 0 _aSchool-Based EFL Teacher Professional Development for Task-Based Language Teaching
_h[electronic resource] :
_bAn Ethnographically-Informed Case Study of Rural China /
_cby Jing Yixuan.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXIX, 319 p. 69 illus., 64 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction -- Part I: Setting The Scene -- Chapter 2. Understanding task-based language teaching (TBLT) -- Chapter 3. TBLT in the classroom: Unready teachers -- Chapter 4. The start of a PhD journey -- Chapter 5. TBLT in curriculum innovation and TPD programs in Chinese context -- Chapter 6. Understanding rural China -- Chapter 7. Foundations of TBLT and teacher cognition. Part II: In The Field -- Chapter 8. The road to East Gate School -- Chapter 9. The teachers at East Gate School -- Chapter 10. The researcher as learning partner -- Chapter 11. Let us teach together: Collaborative teaching -- Part III: Making Sense Of The Story -- Chapter 12. The role of school leadership in school based TPD programs -- Chapter 13. Human agency: The capacity to implement curriculum innovation -- Chapter 14. The role of the teacher educator in teacher professional development -- Chapter 15. Collaborative teaching and teacher ZPD -- Chapter 16. Implications of the project for scaling-up.
520 _aThis book investigates the efficacy of a teacher educator collaborating with rural Chinese teachers of English to activate agentic adoption of task-based language teaching (TBLT). Set in rural northwestern China, the book traces the researcher's role as a participant-observer, during which she conducted a 12-week immersive study in a rural secondary school. The initial approach focused on understanding and trust-building, followed by the development of a collaborative partnership with teachers, and results demonstrate that given appropriate guidance and assistance, rural Chinese teachers successfully incorporated tasks into their classrooms to encourage increased motivation for learning and communicating in English. This book will be of interest to students and scholars of applied linguistics, language education, and TESOL, and the author demonstrates that true teacher educators are more effective as learning partners to teachers than simply a coach or lecturer. Jing Yixuan recently completed her PhD in Applied Linguistics at Victoria University of Wellington, New Zealand. She has many years of teaching experience at the tertiary level in China. She has taught English, including teacher training for future Chinese ESL teachers. She was born and raised in rural China.
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 0 _aLinguistics
_xMethodology.
_971853
650 0 _aLanguage acquisition.
_974408
650 1 4 _aLanguage Teaching and Learning.
_971501
650 2 4 _aLanguage Education.
_970729
650 2 4 _aResearch Methods in Language and Linguistics.
_971858
650 2 4 _aLanguage Acquisition and Development.
_974409
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031640018
776 0 8 _iPrinted edition:
_z9783031640032
776 0 8 _iPrinted edition:
_z9783031640049
856 4 0 _uhttps://doi.org/10.1007/978-3-031-64002-5
912 _aZDB-2-SLS
912 _aZDB-2-SXS
999 _c62669
_d62669