Teacher Mediated Agency in Educational Reform in China
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Lieferung aus: Deutschland, Versandkosten nach: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, buecher.de GmbH & Co. KG, [1].
This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one's teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. Softcover reprint of the original 1st ed. 2015. 2016. xv, 213 S. XV, 213 p. 14 illus. 235 mm Versandfertig in 6-10 Tagen, Softcover, Neuware, Offene Rechnung (Vorkasse vorbehalten).

Lieferung aus: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, AHA-BUCH GmbH [51283250], Einbeck, Germany.
Druck auf Anfrage Neuware - Printed after ordering - This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one's teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. 232 pp. Englisch, Books.

Lieferung aus: Schweiz, Versandfertig innert 4 - 7 Werktagen.
Teacher Mediated Agency in Educational Reform in China, This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström´s activity theory and Vygotsky´s concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on ´top-down´ policies to ´bottom-up´ implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. Taschenbuch, 05.10.2016.

Lieferung aus: Deutschland, Lieferbar in 2 - 3 Tage.
Teacher Mediated Agency in Educational Reform in China This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström´s activity theory and Vygotsky´s concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on ´top-down´ policies to ´bottom-up´ implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. 05.10.2016, Taschenbuch.

Lieferung aus: Vereinigte Staaten von Amerika, Versandkosten nach: DEU.
Von Händler/Antiquariat, Bonita.
paperback. Good. Access codes and supplements are not guaranteed with used items. May be an ex-library book.

Lieferung aus: Deutschland, Lagernd, zzgl. Versandkosten.
This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. Hard cover.

Lieferung aus: Japan, Lagernd, zzgl. Versandkosten.
This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. Soft cover.

Lieferung aus: Deutschland, Versandkostenfrei.
Teacher Mediated Agency in Educational Reform in China: This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engestr?m`s activity theory and Vygotsky`s concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one`s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on `top-down` policies to `bottom-up` implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. Englisch, Buch.

Lieferung aus: Deutschland, Versandkosten nach: Deutschland, Versandkostenfrei.
Von Händler/Antiquariat, Moluna GmbH, [5901482].
Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Offers insights on teacher agency as a factor in reforming the English as a Foreign Language curriculum in China Provides a theoretical framework for analyzing, 2016, Kartoniert / Broschiert, Neuware, Taschenbuch, 3577g, Softcover reprint of the original 1. Auflage 2015, 213, Banküberweisung, PayPal.

Lieferung aus: Deutschland, Versandkostenfrei.
Teacher Mediated Agency in Educational Reform in China: This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström`s activity theory and Vygotsky`s concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one`s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on `top-down` policies to `bottom-up` implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means. Englisch, Taschenbuch.