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Teacher Identity and Epistemology in Times of Change: From Face-to-Face to Online Language Teaching and Learning in Chinese Higher Education

Faculty of Social Sciences

Stirling United Kingdom Epidemiology Social Work

About the Project

The aim of this project is to document and learn lessons from the experiences of university language teachers in moving quickly and unexpectedly from a familiar traditional class-based face to face environment to an unfamiliar online environment. More precisely, the researcher will identify reported changes in:
1. Language teacher identity resulting from the move.
2. Language teacher epistemologies of teaching and learning resulting from the move.
It is expected that the research will be ethnographic (possibly taking a narrative inquiry approach) but may use mixed methods; this can be decided when the proposal is developed. Appropriate theoretical frameworks for the study will be developed as the project progresses. Data collection would take place in an institution or institutions in China over a period of 3 to 6 months. Alternatively, if conditions do not allow this, the research can be conducted online.
It is anticipated that the research findings will have significant impact in developing our understanding of change management in difficult circumstances in language teaching/learning contexts. The research is likely to benefit language teachers and learners who may have to make difficult adaptations to their working lives by developing approaches, methods, and materials that facilitate these adaptations. The research may also identify positive experiences that have resulted in permanent changes to the teaching and learning of languages in higher education in China.
We are committed to creating a workplace that promotes and values diversity. We strongly encourage applications from people from diverse backgrounds including gender identity, race, age, class, and ethnicity.

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