Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China
What Can Researcher‐Practitioner Collaboration Offer
Bibliographic Data
| ID | 7169404 |
|---|---|
| Authors | Tao Xiong (0000-0002-0522-8747, Center for Linguistics and Applied Linguistics Guangdong University of Foreign Studies Guangzhou China, corresponding author), Lin Zhang (0000-0001-5966-3827, Nansha Yuwotou Senior High School Guangzhou China) |
| Year | 2025 |
| Volume | 59 |
| Issue | 3 |
| Pages | 1106-1130 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.3275 |
| OpenAlex | W4388729928 |
| Language | EN |
| Citations received | 3 |
| References cited | 45 |
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
Context (archaeology · Curriculum · Pedagogy · Reflexivity · Social science · Sociology · Teacher education · Transformative learning · Gender Studies in Language · Psychology · Second Language Learning and Teaching · Teacher Education and Leadership Studies
The Other tongue
Critical Pedagogies and Language Learning
Professional Development for Language Teachers
Gendered Discourses
Critical Applied Linguistics
Changing Teachers' Epistemic Cognition
Expanding the Language Teacher Identity Landscape
Expanding the Dimensions of Epistemic Cognition
The reflective practitioner
Marrying Collective Wisdom
Reflexivity in Applied Linguistics
Research Engagement in Language Education
Gender voices in Chinese university students’ English writing
“Can we stop cleaning the house and make some food, Mum?”
Multidimensional perspectives on gender in Dutch language education
Fostering educational improvement with research-practice partnerships
Teachers’ Perceptions of Gender Representation in Textbooks
Professional development through reflective practice for English-medium instruction (EMI) teachers
Gender in EFL Education
The statistics of English in China
Realist Social Theory
Conversations About Reflexivity
Introduction to Gender in Language Education
Sexist stereotypes in the language textbooks of the Greek primary school
Neoliberalism and global textbooks
Multimodality in critical language textbook analysis
Evolving the Tesol Teaching–Research Nexus
Life Capital
Improving Educational Research
Qualitative research methods for the social sciences
The Postmethod Condition
Situated Learning
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |