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Language curriculum innovation in a Chinese secondary schoola study of teacher cognition and classroom practices /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language curriculum innovation in a Chinese secondary schoolby Yan Zhu.
Reminder of title:	a study of teacher cognition and classroom practices /
Author:	Zhu, Yan.
Published:	Singapore :Springer Singapore :2018.
Description:	xxiii, 247 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	English languageStudy and teaching
Online resource:	http://dx.doi.org/10.1007/978-981-10-7239-0
ISBN:	9789811072390$q(electronic bk.)

Language curriculum innovation in a Chinese secondary schoola study of teacher cognition and classroom practices /
Zhu, Yan.

Language curriculum innovation in a Chinese secondary schoola study of teacher cognition and classroom practices /[electronic resource] :by Yan Zhu. - Singapore :Springer Singapore :2018. - xxiii, 247 p. :ill., digital ;24 cm.

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.

ISBN: 9789811072390$q(electronic bk.)

Standard No.: 10.1007/978-981-10-7239-0doiSubjects--Topical Terms:

178864
English language
--Study and teaching

LC Class. No.: PE1128

Dewey Class. No.: 428.24

Language curriculum innovation in a Chinese secondary schoola study of teacher cognition and classroom practices /
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300 $a xxiii, 247 p. : $b ill., digital ; $c 24 cm.
520 $a 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.
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