scholarly journals A Study of University Teachers’ Enactment of Curriculum Reform in China

2015 ◽  
Vol 8 (11) ◽  
pp. 113 ◽  
Author(s):  
Aiqin Yu
Keyword(s):  
Curriculum Reform ◽  
Structured Interviews ◽  
College English ◽  
English Curriculum ◽  
University Teachers ◽  
Chinese University ◽  
Complex Process ◽  
Change In Practice ◽  
Simple Implementation ◽  
Management Curriculum

<p class="apa">This article documents an ongoing study of educational policy enactment in a Chinese university. Drawing upon data collected through document analysis, semi-structured interviews and classroom observations, this paper argues that the enactment of China’s systemic College English curriculum reform is not a matter of simple implementation but the result of a more complex process which may change the original reform intention. It suggests that the enactment of centralised reform is mediated through an interplay of forces and challenges and that the major impetus for how teachers make sense of and enact reform relates more to the strength of their current values and practices and students’ feedback, rather than the power of external initiatives. Without localised management, curriculum reform itself is, therefore, insufficient to ensure change in practice.</p>

scholarly journals Emotional Responses Toward a New Research Policy Among Academics in a Chinese University

2021 ◽  
Vol 12 ◽  
Author(s):  
Hua Lu ◽  
Xiaorong Zhang
Keyword(s):  
Teacher Identity ◽  
Research Policy ◽  
Well Being ◽  
Institutional Research ◽  
Structured Interviews ◽  
University Teachers ◽  
Chinese University ◽  
Efl Teacher ◽  
Teacher Researchers ◽  
New Research

Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers’ emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China’s new research policy of breaking the “five-only,” supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers.

scholarly journals COLLEGE ENGLISH CURRICULUM REQUIREMENTS IN CHINA: EXPECTATIONS AND RESPONSES

2013 ◽  
Vol 51 (1) ◽  
pp. 47-62
Author(s):  
Lianli Gao
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Policy Makers ◽  
College English ◽  
English Curriculum ◽  
University Teachers ◽  
Multiple Realities ◽  
Curriculum Changes ◽  
Real Change ◽  
Trial Implementation

The purpose of the research reported here was firstly to examine the expectations placed on university teachers of English in China in relation to curriculum changes as evidenced in the College English Curriculum Requirements (For Trial Implementation, 2004), designed for non-English majors (hereafter CECR 2004). It further reports on a study of responses to these changes on the part of teachers, administrators and policy-makers as revealed in interviews. The study adopts a mixed method of inquiry to deal with how teachers made sense of multiple realities and constructed complicated interactions between CECR and themselves. Additionally, some aspects of the work of Bourdieu and Bernstein are taken to analyse and interpret the issues. The findings show that CECR gives the impression of being forward-looking, making reference to contemporary English language teaching (ELT) concepts. This leaves a great deal of freedom for individual universities to flesh out the details and adapt the content to their own contexts. However, teachers feel either frustrated with the lack of real change in the syllabus or threatened by new challenges such as the emphasis on speaking and listening for which they believe they have not been adequately prepared. Key words: College English Curriculum Requirements, tertiary English teaching.

scholarly journals College English Curriculum Reform in Mainland China: Contexts, Contents and Changes

2016 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Jiying Han ◽  
Hongbiao Yin
Keyword(s):  
Curriculum Reform ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Mainland China ◽  
Contextual Analysis ◽  
Future Research ◽  
College English ◽  
English Teaching ◽  
English Curriculum ◽  
Teacher Professional

<p>In China, the latest issued national guideline for college English teaching in 2007 has set a significant agenda for college English teaching and learning in the changed context with enhanced objectives for teaching and learning, decentralised guideline for individual institution, innovated teaching and learning process and evaluation system, and particular concern for teacher professional development. This study starts with a contextual analysis of the implementation of the latest round of college English curriculum reform in mainland China, then presents an overview of the content of the new curriculum, and finally elaborates the changes brought by the reform to various aspects of college English teaching and learning. Implications and directions for future research are indicated in concluding remarks. </p>

scholarly journals Enacting evidence-based practice: pathways for community nurses

2019 ◽  
Vol 24 (8) ◽  
pp. 370-376 ◽  
Author(s):  
Piotr Teodorowski ◽  
Clare Cable ◽  
Sally Kilburn ◽  
Catriona Kennedy
Keyword(s):  
Evidence Based Practice ◽  
Evidence Base ◽  
Evidence Based ◽  
Structured Interviews ◽  
Process Of Change ◽  
Implementing Change ◽  
Managerial Support ◽  
Complex Process ◽  
Change In Practice ◽  
Practice Development

Community nurses are expected to deliver evidence-based practice, which is challenging given the diversity and breadth of the evidence base from which they can draw. This study aimed to explore community nurses' experiences of implementing change in their practice. Qualitative semi-structured interviews (n=9) and focus groups (n=2) with community nurses (n=17) were conducted. Three pathways to introduce change in practice were identified by participants: bottom-up, top-down and collaborative pathways. These are based on the nature of the proposed change, the available evidence, ‘buy in’ from colleagues and issues around implementation. The findings identify approaches to implementing change in community nursing practice. Practitioners would benefit from support to navigate the complex process of change through managerial support, ongoing education, accessible online resources and support through a practice development role.

scholarly journals Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

2022 ◽  
Vol 14 (1) ◽  
pp. 568
Author(s):  
Samson Maekele Tsegay ◽  
Muhammad Azeem Ashraf ◽  
Shahnaz Perveen ◽  
Mulugeta Zemuy Zegergish
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
University Teachers ◽  
Pedagogical Training ◽  
Chinese University ◽  
The University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

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