Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China

Educational equity (EE), seen as an important theme in the 2030 Sustainable Development Goals, relates closely to English language education. Promoting EE in the actual classroom, especially in the main reading course, is an integral part of College English language education in China. However, EFL...

Full description

Saved in:

Bibliographic Details
Main Author:	Chen, Feifei
Format:	Thesis
Language:	English
Published:	2023
Subjects:	L7-991 Education (General)
Online Access:	http://eprints.usm.my/60337/1/CHEN%20FEIFEI%20-%20TESIS24.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-usm-ep.60337
record_format	uketd_dc
spelling	my-usm-ep.603372024-04-02T09:13:25Z Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China 2023-08 Chen, Feifei L7-991 Education (General) Educational equity (EE), seen as an important theme in the 2030 Sustainable Development Goals, relates closely to English language education. Promoting EE in the actual classroom, especially in the main reading course, is an integral part of College English language education in China. However, EFL teachers in China do not practice EE well and they often hold distorted cognition of teaching of reading. Since teachers’ practices are related to their cognition and influenced by experiential and contextual factors, it is critical to recognize the vital links among these elements. The scant literature on examining EFL teachers’ cognition and practices concerning EE in the Chinese context and the inconsistency reported in the previous studies necessitate the study. Therefore, framed by Borg’s language teacher cognition, Rawls’ theory of justice, and Guthrie et al.’s CORI framework, this study aimed to explore Chinese college EFL reading teachers’ cognitions of EE, the consistency of their cognition and practices of EE, the experiential and contextual factors that affect their practices of EE as well as to identify teachers’ equitable strategies and the way they developed them. An interpretive qualitative approach was adopted and the data from two semi-structured interviews, classroom observations, and lesson plan documents of 10 participants selected by purposive and criterion sampling were analyzed through thematic analysis. The findings revealed teachers’ cognition of EE in teaching of reading in terms of knowledge of EE, beliefs in enhancing EE, and pedagogical thinking in practicing EE was rather comprehensive. 2023-08 Thesis http://eprints.usm.my/60337/ http://eprints.usm.my/60337/1/CHEN%20FEIFEI%20-%20TESIS24.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Ilmu Pendidikan
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L7-991 Education (General)
spellingShingle	L7-991 Education (General) Chen, Feifei Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China
description	Educational equity (EE), seen as an important theme in the 2030 Sustainable Development Goals, relates closely to English language education. Promoting EE in the actual classroom, especially in the main reading course, is an integral part of College English language education in China. However, EFL teachers in China do not practice EE well and they often hold distorted cognition of teaching of reading. Since teachers’ practices are related to their cognition and influenced by experiential and contextual factors, it is critical to recognize the vital links among these elements. The scant literature on examining EFL teachers’ cognition and practices concerning EE in the Chinese context and the inconsistency reported in the previous studies necessitate the study. Therefore, framed by Borg’s language teacher cognition, Rawls’ theory of justice, and Guthrie et al.’s CORI framework, this study aimed to explore Chinese college EFL reading teachers’ cognitions of EE, the consistency of their cognition and practices of EE, the experiential and contextual factors that affect their practices of EE as well as to identify teachers’ equitable strategies and the way they developed them. An interpretive qualitative approach was adopted and the data from two semi-structured interviews, classroom observations, and lesson plan documents of 10 participants selected by purposive and criterion sampling were analyzed through thematic analysis. The findings revealed teachers’ cognition of EE in teaching of reading in terms of knowledge of EE, beliefs in enhancing EE, and pedagogical thinking in practicing EE was rather comprehensive.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Chen, Feifei
author_facet	Chen, Feifei
author_sort	Chen, Feifei
title	Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China
title_short	Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China
title_full	Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China
title_fullStr	Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China
title_full_unstemmed	Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China
title_sort	efl teachers’ cognition and practices of educational equity in teaching of reading in china
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Pengajian Ilmu Pendidikan
publishDate	2023
url	http://eprints.usm.my/60337/1/CHEN%20FEIFEI%20-%20TESIS24.pdf
_version_	1804888915938639872

Efl Teachers’ Cognition And Practices Of Educational Equity In Teaching Of Reading In China

Similar Items