This study investigates experienced teachers’resistance in an era of neoliberalism in Macao.The narratives of three experienced teachers are examined under a post-structuralist framework.The findings indicate that th...This study investigates experienced teachers’resistance in an era of neoliberalism in Macao.The narratives of three experienced teachers are examined under a post-structuralist framework.The findings indicate that the traditional Chinese Confucian ideology of education guides the experienced teachers’professional practice and offers them an alternative subject position to inhabit that makes it possible for them to establish a critical distance from the prevailing norms imposed by the hegemony of neoliberalism.Such a distance allows the experienced teachers to observe,to think otherwise and consequently to live out a different teaching life and to reassemble their identity around an empowered notion of self.The study concludes that the Confucian ideology of education has contributed to the transformation of the contemporary discursive context of Macao by promising a future for education,a future with a revisioned future rather than a neoliberal incorporation of the past.展开更多
This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a ...This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.展开更多
文摘This study investigates experienced teachers’resistance in an era of neoliberalism in Macao.The narratives of three experienced teachers are examined under a post-structuralist framework.The findings indicate that the traditional Chinese Confucian ideology of education guides the experienced teachers’professional practice and offers them an alternative subject position to inhabit that makes it possible for them to establish a critical distance from the prevailing norms imposed by the hegemony of neoliberalism.Such a distance allows the experienced teachers to observe,to think otherwise and consequently to live out a different teaching life and to reassemble their identity around an empowered notion of self.The study concludes that the Confucian ideology of education has contributed to the transformation of the contemporary discursive context of Macao by promising a future for education,a future with a revisioned future rather than a neoliberal incorporation of the past.
文摘This paper reports a study which investigated the meanings a group of experienced English as Foreign Language （EFL） teachers at a Chinese university gave to their classroom practices. It uncovers for each teacher a conceptual framework for practice, which comprises teaching principles and strategic intentions. It reveals that teachers＇ frameworks for practice are an interwoven system of their most strongly held beliefs in language teaching and their perceptions of their teaching contexts, and that teachers＇ own learning and teaching experiences are important influences on their conceptualisations of classroom work. Findings of this research have implications for language teacher education and development.
