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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 6: The Relationships Between Teachers’ Goal Orientations for Teaching and Approaches to Teaching


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Chapter 6:   The Relationships Between Teachers’ Goal Orientations for Teaching and Approaches to Teaching

6.1   Overview

Although tertiary teachers’ approaches to teaching have attracted increasing attention of researchers in the past decade, the studies on teacher approaches to teaching have mainly been conducted in higher education within Western contexts, as previously mentioned. Moreover, the existing literature on teacher approaches to teaching has mainly focused on science teachers, and very little is known about language teachers in higher education. Therefore, research into language teachers’ goal orientations for teaching and their relations to teaching approaches, particularly in a non-Western context like China, is needed to fill the gaps in the present knowledge base. This Chapter aims to explore the relationship between college English teachers’ goal orientations for teaching and their approaches to college English teaching in China. Specifically, it is designed to address the following research question:

How are college English teachers’ achievement goal orientations for teaching related to their approaches to teaching?

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