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Global pedagogy, local meanings: Tow...

Pu, Hong.

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Global pedagogy, local meanings: Toward the glocalization of communicative language teaching in the classrooms of Western-trained Chinese EFL teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Global pedagogy, local meanings: Toward the glocalization of communicative language teaching in the classrooms of Western-trained Chinese EFL teachers./
作者:	Pu, Hong.
面頁冊數:	266 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 5340.
Contained By:	Dissertation Abstracts International71-02A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3390323
ISBN:	9781109587258

Global pedagogy, local meanings: Toward the glocalization of communicative language teaching in the classrooms of Western-trained Chinese EFL teachers.
Pu, Hong.

Global pedagogy, local meanings: Toward the glocalization of communicative language teaching in the classrooms of Western-trained Chinese EFL teachers. - 266 p.

Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 5340.

Thesis (Ph.D.)--Indiana University, 2009.

With China's development and international communication, the number of Chinese English teachers who go to English speaking countries to pursue graduate degrees in ESL/EFL teacher education programs and returning to teach in China is growing. These teachers are the pioneers in giving global pedagogy local meanings. Given these circumstances, it is important to understand the nature of these teachers' experiences of learning to teach.

ISBN: 9781109587258Subjects--Topical Terms:

783747
Education, Teacher Training.

Global pedagogy, local meanings: Toward the glocalization of communicative language teaching in the classrooms of Western-trained Chinese EFL teachers.
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245 1 0 $a Global pedagogy, local meanings: Toward the glocalization of communicative language teaching in the classrooms of Western-trained Chinese EFL teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 5340.
500 $a Adviser: Faridah Pawan.
502 $a Thesis (Ph.D.)--Indiana University, 2009.
520 $a With China's development and international communication, the number of Chinese English teachers who go to English speaking countries to pursue graduate degrees in ESL/EFL teacher education programs and returning to teach in China is growing. These teachers are the pioneers in giving global pedagogy local meanings. Given these circumstances, it is important to understand the nature of these teachers' experiences of learning to teach.
520 $a This study explored how four Chinese EFL teachers' learning experiences in Western countries, the USA, Australia, and New Zealand, impacted and challenged their communicative language teaching (CLT) in China and how they glocalized CLT in their Chinese EFL classrooms. A case study approach was employed in the study. The data sources included semi-structured interviews, stimulus-recall interviews, video-taped class observations, field notes, and document analysis. Sociocultural theory and activity theory were used as the theoretical framework and the analytical tool in the study.
520 $a The results showed that Western learning had a significant impact on the teachers in terms of empowering their global and local knowledge, their pedagogy, and themselves as EFL teachers. At the same time, their Western learning also challenged the Chinese EFL teachers' adoption of Communicative Language Teaching (CLT). The activity theory analysis undertaken in this study of the four teachers' conceptualization of CLT demonstrated that they appropriated different CLT principles, mediated their teaching using different tools, faced different contradictions and tensions in their classrooms, and were able to establish their own glocalized CLT framework in the Chinese EFL context.
520 $a Based on these findings, I proposed the Pedagogy Glocalization Process Model which demonstrated that Chinese EFL teachers' pedagogy glocalzation should not be viewed as an outcome or linear process, rather, it needs to be viewed as a recursive and circular process. This process starts with the teachers' knowledge and encourages teachers to construct their own teaching knowledge. The study provided conceptual, pedagogical, and research implications.
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