LEADER 04375nam 22006135 450 001 9910882899403321 005 20240827040236.0 010 $a9783031640025 010 $a3031640020 024 7 $a10.1007/978-3-031-64002-5 035 $a(MiAaPQ)EBC31612542 035 $a(Au-PeEL)EBL31612542 035 $a(CKB)34227593700041 035 $a(DE-He213)978-3-031-64002-5 035 $a(OCoLC)1453414692 035 $a(EXLCZ)9934227593700041 100 $a20240823d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSchool-Based EFL Teacher Professional Development for Task-Based Language Teaching $eAn Ethnographically-Informed Case Study of Rural China /$fby Jing Yixuan 205 $a1st ed. 2024. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2024. 215 $a1 online resource (328 pages) 311 08$a9783031640018 311 08$a3031640012 320 $aIncludes bibliographical references and index. 327 $aChapter 1. Introduction -- Part I: Setting The Scene -- Chapter 2. Understanding task-based language teaching (TBLT) -- Chapter 3. TBLT in the classroom: Unready teachers -- Chapter 4. The start of a PhD journey -- Chapter 5. TBLT in curriculum innovation and TPD programs in Chinese context -- Chapter 6. Understanding rural China -- Chapter 7. Foundations of TBLT and teacher cognition. Part II: In The Field -- Chapter 8. The road to East Gate School -- Chapter 9. The teachers at East Gate School -- Chapter 10. The researcher as learning partner -- Chapter 11. Let us teach together: Collaborative teaching -- Part III: Making Sense Of The Story -- Chapter 12. The role of school leadership in school based TPD programs -- Chapter 13. Human agency: The capacity to implement curriculum innovation -- Chapter 14. The role of the teacher educator in teacher professional development -- Chapter 15. Collaborative teaching and teacher ZPD -- Chapter 16. Implications of the project for scaling-up. 330 $aThis book investigates the efficacy of a teacher educator collaborating with rural Chinese teachers of English to activate agentic adoption of task-based language teaching (TBLT). Set in rural northwestern China, the book traces the researcher's role as a participant-observer, during which she conducted a 12-week immersive study in a rural secondary school. The initial approach focused on understanding and trust-building, followed by the development of a collaborative partnership with teachers, and results demonstrate that given appropriate guidance and assistance, rural Chinese teachers successfully incorporated tasks into their classrooms to encourage increased motivation for learning and communicating in English. This book will be of interest to students and scholars of applied linguistics, language education, and TESOL, and the author demonstrates that true teacher educators are more effective as learning partners to teachers than simply a coach or lecturer. Jing Yixuan recently completed her PhD in Applied Linguistics at Victoria University of Wellington, New Zealand. She has many years of teaching experience at the tertiary level in China. She has taught English, including teacher training for future Chinese ESL teachers. She was born and raised in rural China. 606 $aLanguage and languages$xStudy and teaching 606 $aLinguistics$xMethodology 606 $aLanguage acquisition 606 $aLanguage Teaching and Learning 606 $aLanguage Education 606 $aResearch Methods in Language and Linguistics 606 $aLanguage Acquisition and Development 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLinguistics$xMethodology. 615 0$aLanguage acquisition. 615 14$aLanguage Teaching and Learning. 615 24$aLanguage Education. 615 24$aResearch Methods in Language and Linguistics. 615 24$aLanguage Acquisition and Development. 676 $a428.0071051 700 $aYixuan$b Jing$01766068 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910882899403321 996 $aSchool-Based EFL Teacher Professional Development for Task-Based Language Teaching$94209774 997 $aUNINA