EFL teachers’ agency in Chinese universities against the backdrop of “Curriculum Ideology and Politics”—an ecological perspective
Guardado en:
| Publicado en: | Humanities & Social Sciences Communications vol. 12, no. 1 (Dec 2025), p. 1178 |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Publicado: |
Springer Nature B.V.
|
| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Resumen: | As a language education policy, Curriculum Ideology and Politics (CIP) has constructed an ecological environment for teacher agency. From the ecological perspective, this study explores the manifestations of and influencing factors in university EFL teachers’ agency through policy analysis, interviews, classroom observations, and reflective journals. The study finds: (1) In the spatial dimension, the macrosystem exhibits a clear ideological tendency but teacher agency is positive and active; the exosystem indirectly promotes teacher agency and acts as a mediating tool; the mesosystem limits or even suppresses teacher agency; within the microsystem, teachers implement the policies in their own teaching styles but often lack sufficient scaffolding. (2) In the temporal dimension, the practical-evaluative system shows the most evident teacher agency, while the iterative and projective systems show relatively less evident teacher agency. The interaction of the spatial and temporal dimensions jointly constructs teacher agency. The study suggests that the implementation of CIP requires the introduction of third-party forces and greater active roles to be played by intermediate institutions. |
|---|---|
| ISSN: | 2662-9992 2055-1045 |
| DOI: | 10.1057/s41599-025-05526-z |
| Fuente: | Social Science Database |