Teacher Reflexivity for Problematizing Gendered Discourses in ELT in China: What Can Researcher‐Practitioner Collaboration Offer?

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-11-16 DOI:10.1002/tesq.3275

Tao Xiong, Lin Zhang

{"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}

引用次数: 0

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).

查看原文本刊更多论文

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？

性别平等这一话题在英语教学和应用语言学领域引起了极大关注。虽然有关性别在课程内容和教师谈话中的体现的讨论很多，但支撑变革性教学实践的认识认知过程却相对较少受到关注。本研究利用教师反思性的 3R-EC（反思、反身性和认识认知的坚决行动）框架，探讨了教师在从事性别教育时指导其教学决策、信念和实践的认识过程。本研究利用批判性人种学和对话访谈，展示了认识论反思性作为一种有用的概念工具，如何揭示教师学习和实践中错综复杂的性别话语问题，以及研究者-实践者合作（RPC）如何成为促进教师反思性的催化剂。它主张在性别教育中采用一种全面的教师反思和反思性实践方法，并强调将教师转变为对性别差距和性别意识形态具有批判意识的专业人员的重要性。此外，它还强调了在英语作为外语（EFL）的背景下为性别包容性和多样性开发创新教学法的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

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.