Spaces of agency within contextual constraints: a case study of teacher’s response to EFL reform in a Chinese university

Yang, Hongzhi; Clarke, Matthew

doi:10.1080/02188791.2018.1460252

Cited by 20 publications

(14 citation statements)

References 26 publications

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“…Prior to elaborate the details in accordance with the variables in shaping teacher agency, many scholars have conducted scientific empirical studies to prove the pivotal role of agency within changes and constraints (e.g., Yang and Clarke, 2018 ; Yang and Markauskaite, 2021 ). Since the valuable contribution toward facilitating students' academic involvement and teachers' professional advancement, teacher agency has been shaped by the enables and constraints of educational changes under the impact of educational big data.…”

Section: Discussionmentioning

confidence: 99%

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective

Jiang

2021

Front. Psychol.

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The COVID-19 outbreak, along with post-pandemic impact has prompted Internet Plus education to re-examine numerous facets of technology-oriented academic research, particularly Educational Big Data (EBD). However, the unexpected transition from face-to-face offline education to online lessons has urged teachers to introduce educational technology into teaching practice, which has had an overwhelming impact on teachers' professional and personal lives. The aim of this present work is to fathom which research foci construct EBD in a comprehensive manner and how positive psychological indicators function in the technostress suffered by less agentic teachers. To this end, CiteSpace 5.7 and VOSviewer were applied to examine a longitudinal study of the literature from Web of Science Core Collection with the objective of uncovering the explicit patterns and knowledge structures in scientific network knowledge maps. Thousand seven hundred and eight articles concerned with educational data that met the criteria were extracted and analyzed. Research spanning 15 years was conducted to reveal that the knowledge base has accumulated dramatically after many governments' initiatives since 2012 with an accelerating annual growth and decreasing geographic imbalance. The review also identified some influential authors and journals whose effects will continue to have future implications. The authors identified several topical foci such as data mining, student performance, learning environment and psychology, learning analytics, and application. More specifically, the authors identified the scientific shift from data mining application to data privacy and educational psychology, from general scan to specific investigation. Among the conclusions, the results highlighted the important integration of educational psychology and technology during critical periods of educational development.

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Section: Discussionmentioning

confidence: 99%

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective

Jiang

2021

Front. Psychol.

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“…When all school learning community members have fully experienced more holistic, independent, and collective learning enterprises, the education will be automatically transformed from the examoriented become more humanized paradigm accentuating the overall qualities of human beings. These lines of perspectives echoed the similar to Chinese EFL teachers' agency by Yang and Clarke (2018). When educational institutions' eventual primary scholastic objectivity rejuvenated the whole academic systemic functions, traditions, beliefs, and socio-cultural values previously upheld by those schools, EFL educators would benefit most from these dramatic changes.…”

Section: Positive Agentic Behaviormentioning

confidence: 94%

English Education Master Students' Perceptions on Their Agency as Future EFL Teachers

Wijaya

2021

JFLTL

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This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.

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“…Indeed, the interviews with the managers indicate their doubts about the effectiveness of policy if it is based on merely authority's interests. The research once again raises the question about how quality assurances systems enhance higher education (Harvey & Williams, 2010) and the voice of academics in the process (Yang & Clarke, 2018).…”

Section: Manager's Viewsmentioning

confidence: 99%

‘University of the world’ or the globalised, entrepreneurial logic of professionalism management in the Vietnam context

2019

Quality in Higher Education

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This case study of a university in Vietnam examines how professionalism is established and managed in the university context as manifested in institutional quality assurance policies and practices towards academic staff development. By looking at both 'regulations and instrumentalities', the research showcases the different political forces involving in the making of professionalism. The findings suggest that the professionalism emerging from the case study is informed by a managerialist ethos. This striving university with its globalised logic can, in turn, be interpreted against a backdrop of larger socio-cultural contexts. In constructing the contemporary professionalism, there exist several forces and together they form an ecology system that includes both internal and external pressures under the overarching globalisation. A better understanding of these forces raises other questions about how they might change the traditional relationship between university and academic staff members, the impact of globalisation and the nature of teacher work and autonomy in higher education.

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Spaces of agency within contextual constraints: a case study of teacher’s response to EFL reform in a Chinese university

Abstract: Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Cited by 20 publications

References 26 publications

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective

English Education Master Students' Perceptions on Their Agency as Future EFL Teachers

‘University of the world’ or the globalised, entrepreneurial logic of professionalism management in the Vietnam context

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