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ERIC Number: EJ906071
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1543-4303
Examination Preparation or Effective Teaching: Conflicting Priorities in the Implementation of a Pedagogic Innovation
Deng, Chunrao; Carless, David Robert
Language Assessment Quarterly, v7 n4 p285-302 2010
Communicative and task-based teaching hold central places in contemporary language pedagogy, yet their feasibility as pedagogic innovations in Chinese contexts remains open to question. Examinations are generally perceived as a particular factor militating against the implementation of communicative approaches. This study uses four case studies of teachers in two primary schools in China to provide in-depth empirical data, drawn from 55 lesson observations and a series of related interviews, focusing on the impact of examinations on classroom pedagogy. The analysis suggests that the influence of examinations differs from individual to individual, depending on various contextual and participant factors including teachers' beliefs about pedagogy. Implications for the relationship between pedagogic innovations and examination preparation are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China