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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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Jiying Han is an associate professor and postdoctoral fellow in the School of Foreign Languages and Literature at Shandong University, P.R.China. She received a PhD in Education from the Faculty of Education at The Chinese University of Hong Kong. Dr. Han has published a number of journal articles dealing with teacher development, teacher motivation and English language teaching and learning. She is also a consultant at the Center for Teaching Advancement and Faculty Development at Shandong University.

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