Material use for EFL teacher learning in classroom ecology
A perturbation or affordance
Bibliographic Data
| ID | 12113013 |
|---|---|
| Authors | Dongying Li (0000-0002-2273-8079, Nanjing Normal University, corresponding author) |
| Year | 2023 |
| Volume | 37 |
| Issue | 2 |
| Pages | 186-212 |
| Publication date | 2023-11-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2023.2288132 |
| OpenAlex | W4389153580 |
| Language | EN |
| Citations received | 5 |
| References cited | 28 |
Curriculum material use is an agentive, reciprocal and innovative practice, involving multiple stakeholders such as teacher, students and assessments that mutually shape one another. While it is generally acknowledged that teachers' knowledge and skills deeply shape the way they use materials, little is known about how material use can possibly perturb or afford teacher learning. This, however, is deemed important considering the close relationships among material use, teacher learning and instruction. This study adopts a qualitative case study method to examine three EFL teachers' experiences with new curriculum materials under a new round of national curriculum reform. Findings reveal that (1) new curriculum materials can perturb classroom ecology, prompting teachers to re-examine, reflect and innovate their beliefs and practices; (2) despite teachers' general consensus on features of curriculum materials, the way they enact them in practice along with emerging learning opportunities are rather different; (3) opportunities for teacher learning through material use can be subjected to teachers' existing knowledge, beliefs and experiences; (4) sometimes, lack of clear instructional guidance in the textbook renders teachers more agency and freedom to explore their ideas, which can be ultimately developmental
Affordance · Agency (philosophy · Curriculum · Mathematics education · Pedagogy · Social science · Sociology · Innovative Teaching and Learning Methods · Literacy, Media, and Education · Psychology · Second Language Learning and Teaching
‘We can only do addition’
Static and dynamic evaluation of ideological and political affordances in and beyond language learning and teaching materials
Exploring teacher agency in using new language materials
Teacher engagement and learning in materials development
To See a World in a Page of the Textbook”
What is teacher learning? A socio‐cultural perspective
The Role of Tutoring in Problem Solving
Marrying Collective Wisdom
Coda
“I Preferred to Take Another Activity From the Textbook”
Rewilding Language Education
Scaffolding Instruction for English Language Learners
Representing culture in Chinese as a second language textbooks
Dominance of Anglo-American cultural representations in university English textbooks in China
Classroom-level curriculum development
Learning from curriculum materials
The hidden side of the work
Materials use in language classrooms
Bridging Theory to Practice
Designing Educative Curriculum Materials to Promote Teacher Learning
Education as a Complex System
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Knowledge, Learning and the Evolution of Conservation Practice for Social-Ecological System Resilience
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |