Theoretical Beliefs

Mo, Xinyu

doi:10.1007/978-3-030-47170-5_4

Cited by 1 publication

(2 citation statements)

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“…Moreover, researchers ( Wang and Gao, 2013 ; Grudnoff et al, 2017 ) identified that the reason teachers often fail to realize the importance of equity is the inadequacy of teacher education programs concerning equity and justice. Especially in China, EFL teachers who are deeply influenced by Confucianism ( Sun and Zhang, 2021 ), the dominant philosophical paradigm that asserts teachers’ authority over students ( Gao, 2020 ), and utilitarian exam-oriented doctrines by which students’ scores matter most ( Liu et al, 2019 ; Mo, 2020 ) may somehow demonstrate a disjuncture between equity-ended cognitions and practices.…”

Section: Empirical Studies Concerning the Interrelation Between Equit...mentioning

confidence: 99%

“…Equity in EFL teaching can be promoted by ensuring equal opportunities for every learner ( Lachance et al, 2019 ) and responding to the educational needs of diverse student populations ( Leiva et al, 2021 ). However, inequities in EFL teaching persist and primarily manifest in teachers’ domination over the class without leaving students equal opportunities to become engaged in the teaching process ( Chen and Vibulphol, 2019 ; Wu, 2019 ) and in the failure to understand learners’ needs by merely adopting a one-size-fits-all approach regardless of students’ identity markers ( Du and Guan, 2016 ; Khdar et al, 2019 ), which may lead to low self-efficacy among students and discouraging learning outcomes ( Mo, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching

Chen

Abdullah

2022

Front. Psychol.

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Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed.

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