Show Less
Restricted access

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.

Show Summary Details
Restricted access

Chapter 3: Methodology


← 80 | 81 →

Chapter 3:   Methodology

A mixed-method approach was adopted in this study to address the research questions. Such an approach involves collecting, analysing and mixing or integrating both quantitative and qualitative data at some stage of the research process within a single study (Creswell, 2005). Both quantitative and qualitative research methods are limited, as neither kind of data is individually sufficient to completely clarify a research problem. Combining the quantitative and qualitative research methods offsets the weaknesses of both by providing more evidence for a research problem than either method alone (Creswell & Clark, 2011). This chapter justifies the research methodology of this study and outlines its research design.

3.1   Conceptual framework

The previous chapter reviews studies of teachers’ attitudinal development in relation to their motivation, engagement and commitment. These studies have indicated that the characteristics of teacher motivation depend on a number of demographic characteristics and contextual conditions, and that achievement goal orientation theory is the most suitable for conceptualising the differences in in-service teaching motivations. Teacher engagement and commitment, which are conceptually and temporally related to teacher motivation, may demonstrate the characteristics of teachers’ attitudinal development. Teachers’ approaches to teaching, which integrate both intention and strategy, represent their intellectual and behavioural development. In view of the significance of teacher motivation in effective teacher development and the effect of teachers’ motivation-focused attitudinal development on their intellectual and behavioural development, Figure 3.1 proposes a conceptual framework for understanding the possible relationships...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.