The paper states the importance of affective factors by practice of affective teaching. Affective factors can not only promote students＇ cognitive development, potential exploration and moral cultivation but also ben...The paper states the importance of affective factors by practice of affective teaching. Affective factors can not only promote students＇ cognitive development, potential exploration and moral cultivation but also benefit students＇ development of socialization and aesthetic conceptions. So, earing for affeetive education in English teaching has a profound significance.展开更多
Previous studies on Chinese English teachers’identity and autonomy have overlooked the group of female student-teachers(FSTs)from rural areas.Drawing on data from questionnaire responses,narrative frames and semi-str...Previous studies on Chinese English teachers’identity and autonomy have overlooked the group of female student-teachers(FSTs)from rural areas.Drawing on data from questionnaire responses,narrative frames and semi-structured interviews with research participants,this study first depicts the trajectories of identity construction and autonomy development of nine female student-teachers,and then identifies three main factors that affected their transformation from English learners to student English teachers,and the development of autonomy in such a process.The three factors are gendered ideology,affinity groups and family finance.This study concludes with some implications for policy makers and teacher educators on how to empower female student English teachers from rural China to transform from English learners to English teachers,and how to enhance their autonomy in such a transformation.展开更多
文摘The paper states the importance of affective factors by practice of affective teaching. Affective factors can not only promote students＇ cognitive development, potential exploration and moral cultivation but also benefit students＇ development of socialization and aesthetic conceptions. So, earing for affeetive education in English teaching has a profound significance.
基金supported by the China Postdoctoral Science Foundation(2017M611602)
文摘Previous studies on Chinese English teachers’identity and autonomy have overlooked the group of female student-teachers(FSTs)from rural areas.Drawing on data from questionnaire responses,narrative frames and semi-structured interviews with research participants,this study first depicts the trajectories of identity construction and autonomy development of nine female student-teachers,and then identifies three main factors that affected their transformation from English learners to student English teachers,and the development of autonomy in such a process.The three factors are gendered ideology,affinity groups and family finance.This study concludes with some implications for policy makers and teacher educators on how to empower female student English teachers from rural China to transform from English learners to English teachers,and how to enhance their autonomy in such a transformation.
