This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes. It makes a substantial contribution to research on educational change by offering a longitudinal observation of the facts and voices in EFL settings in China; as such, the book offers a valuable resource for scholars, teacher educators, teachers, and others interested in initiating, managing and evaluating innovations in EFL classrooms.
Acknowledgments.- Abstract.- List of Abbreviations.- List of
Figures.- List of Tables.- Chapter 1 Introduction.- Chapter 2 Theoretical
Framework of the Study.- Chapter 3 Research Design.- Chapter 4 Changes of
Teacher Cognition within Curriculum Innovation.- Chapter 5 The Changes of
Teacher and Student Behaviors in Project Classrooms.- Chapter 6 Teacher
Cognition and Practices: Project vs. Non-project and Consistency vs.
Inconsistency.- Chapter 7 Factors Influencing the Implementation of the
Danyang Project.- Chapter 8 Conclusion.- Appendix 1 The English classroom
teaching evaluation form used for unfocused classroom observation.- Appendix
2 A selected teaching journal with teacher educators feedback.- Appendix 3 A
selected action research report.- Appendix 4 A classroom observation scheme
used for focused classroom observation.- Appendix 5 A selected sub-project
agenda under group review.- Appendix 6 A selected excerpt of field
notes.- Appendix 7 The codebook for coding qualitative data.- Appendix 8 A
selected interview transcript with open coding.- Appendix 9 A coded classroom
transcript.- Appendix 10 A public letter Marian sent to parents.- Appendix 11
A trial classroom observation scheme formulated by the office of Academic
Affairs (Jiaowu Chu) at HES.
Dr. Yan Zhu is a Lecturer at the College of Foreign Languages and Literatures at Fudan University, China, and a research associate and teacher educator at the Shanghai Centre for Research in English Language Education. Dr. Zhus research focuses on FLT curriculum innovation in basic education, task-based language teaching, in-service teacher education through university-school partnerships, and classroom instruction. Her publications have appeared in prestigious international and domestic journals, including Language Teaching, System, The Modern Language Journal, Annual Review of Applied Linguistics, Foreign Language World, Modern Foreign Languages, and Foreign Language Education, among others. She is currently the principal investigator for a project supported by the National Social Science Fund of China.
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