Macquarie University
2 files

Teacher cognition among tertiary-level Chinese English teachers

posted on 2022-03-28, 01:36 authored by Michael Christopher Kavanagh
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.


Table of Contents

Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.


Bibliography: p. 246-275

Awarding Institution

Macquarie University

Degree Type

Thesis PhD


Thesis (DAppLing), Macquarie University, Division of Linguistics and Psychology, Department of Linguistics

Department, Centre or School

Department of Linguistics

Year of Award


Principal Supervisor

Anne Burns


Copyright disclaimer: Copyright Michael Christopher Kavanagh 2009.






275, [140] p. ill

Former Identifiers

mq:5980 1342541