Toward an Understanding of EFL Teacher Culture: An Ethnographic Study in China

Autor/inn/en	Zhang, Hong; Yuan, Rui; Wang, Qiang
Titel	Toward an Understanding of EFL Teacher Culture: An Ethnographic Study in China
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 4, S.413-430 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2017.1391773
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Ethnography; Language Teachers; Secondary School Teachers; Observation; Teacher Attitudes; Educational Resources; Well Being; Administrative Organization; Authoritarianism; Cooperative Learning; Faculty Development; Organizational Culture; Foreign Countries; Teacher Characteristics; Semi Structured Interviews; Qualitative Research; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ethnografie; Language teacher; Sprachunterricht; Beobachtung; Lehrerverhalten; Bildungsmittel; Well-being; Wellness; Wohlbefinden; Autoritarismus; Kooperatives Lernen; Unternehmenskultur; Ausland; Qualitative Forschung
Abstract	Informed by an ethnographic approach, this study aims to investigate the professional culture of a group of English as a foreign language (EFL) teachers in a high school in China. Relying on data gathered through extended field observation and in-depth interviews, this study seeks to uncover the distinctive characteristics of EFL teacher culture as well as its underlying influencing factors. The research findings show that the participants formed a positive work culture which evolved in tensions. Professionally, the participants' aspirations and commitments toward teaching were in tension with limited resources; institutionally, a democratic relationship was in tension with an authoritative leadership; emotionally, the teachers' emotional wellbeing was in tension with contextual constraints. The participants' co-constructed culture played a positive role in promoting their collaborative learning and continuing development, which in turn contributed to their teacher culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01