{"title":"中国英语教学中性别话语问题化的教师反思性:研究者与实践者的合作能带来什么?","authors":"Tao Xiong, Lin Zhang","doi":"10.1002/tesq.3275","DOIUrl":null,"url":null,"abstract":"The topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"40 6","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?\",\"authors\":\"Tao Xiong, Lin Zhang\",\"doi\":\"10.1002/tesq.3275\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":\"40 6\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-11-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3275\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3275","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?
The topic of gender equality has attracted significant attention in the field of English language teaching and applied linguistics. While there has been much discussion about the representation of gender in the curriculum content and teacher talk, the epistemic cognitive processes underpinning transformative teaching practices have received relatively little attention. This study utilizes the 3R‐EC (reflection, reflexivity, and resolved action for epistemic cognition) framework for teacher reflexivity to explore the epistemic process that guides teachers' pedagogical decision making, beliefs, and practices when they engage in gender education. Using critical ethnography and conversational interviews, the current study shows how epistemic reflexivity as a useful conceptual tool unravels the intricacies of teacher learning and practice in problematizing gendered discourses, and how researcher‐practitioner collaboration (RPC) serves a catalyst for promoting teacher reflexivity. It argues for a holistic approach to teacher reflection and reflective practice in gender education and stresses the importance of transforming teachers into mindful professionals who are critically aware of the gender gap and gender ideologies. Furthermore, it underscores the significance of developing innovative pedagogies for gender inclusivity and diversity in the context of English as a foreign language (EFL).
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.