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College English Teacher Development in China

A Mixed-method Study

Jiying Han

This study addresses the professional development of college English teachers in mainland China. It is designed to examine the relationship between teachers’ motivation and their attitudinal elements including teacher engagement and commitment, and teaching approaches. This study adopts a mixed-method design that starts with a quantitative phase in which data were collected and analysed to examine the hypothesised predictive power of teachers’ motivation on their engagement, commitment and teaching approaches. In the second phase, qualitative data acquired via semi-structured interviews and documentary analysis were collected to further interpret, explain and elaborate the quantitative results in greater depth. As language teaching has been an often-researched discipline in the teacher motivation literature, this study prompts one to rethink and reflect on the effectiveness of college English curriculum reform and provides implications for current college English teaching and the development of college English teachers.

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Chapter 2: Literature Review


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Chapter 2:   Literature Review

2.1   Overview

This chapter reviews the literature that informs the present study. It begins by introducing a comprehensive teacher development framework that was developed and recently modified by Evans (2002, 2011). Based on brief analysis of some of the gaps in the teacher development research, it explores teachers’ motivation-focused attitudinal development and its effect on their behavioural and intellectual development. It then offers a critical review of the teacher motivation research with a focus on its development and theoretical foundations. Following a review of the studies that have adopted different cognitive motivational theories and achievement goal orientation theory, this chapter reviews the theoretical framework for the present study. Together with a review of teachers’ approaches to teaching, a review of the current knowledge and studies of teacher engagement and commitment helps to develop a number of hypotheses for examination.

2.2   Teacher development research

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