Teacher cognition among tertiary-level Chinese English teachers
thesisposted 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 ContentsIntroduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
NotesBibliography: p. 246-275
Awarding InstitutionMacquarie University
Degree TypeThesis PhD
DegreeThesis (DAppLing), Macquarie University, Division of Linguistics and Psychology, Department of Linguistics
Department, Centre or SchoolDepartment of Linguistics
Year of Award2009
Principal SupervisorAnne Burns
RightsCopyright disclaimer: http://www.copyright.mq.edu.au Copyright Michael Christopher Kavanagh 2009.
Extent275,  p. ill
Former Identifiersmq:5980 http://hdl.handle.net/1959.14/42620 1342541
English teachersTeachingteacher cognitionConfucianEnglish language -- Study and teaching (Higher) -- Chinese speakers -- Case studiesTeaching -- ChinaEnglish language -- Study and teaching -- ChinaEnglish teachers -- China -- Attitudes -- Case studiesChinaMotivation in educationCognitionEnglish languageCompetence and performance (Linguistics)Confucianism and education -- ChinaConfucianism and educationqualitative