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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 5: The Relationships Between Teachers’ Goal Orientations for Teaching, Engagement and Commitment


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Chapter 5:   The Relationships Between Teachers’ Goal Orientations for Teaching, Engagement and Commitment

5.1   Overview

As suggested in the above-mentioned studies, more research is necessary to fully establish the relationship between teacher motivation, teacher engagement and teacher commitment, especially with tertiary teachers in a non-Western context. Therefore, this chapter aims to explore the relationship between college English teachers’ goal orientations for teaching, teacher engagement and teacher commitment. It is designed to address the following research question:

How are college English teachers’ goal orientations for teaching related to their engagement and commitment?

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