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Language, Culture and Curriculum Volume 33, 2020 - Issue 1
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Articles

Understanding novice teachers’ perceived challenges and needs as a prerequisite for English curriculum innovation

Anne Li JiangSchool of Foreign Languages, Northeast Normal University, Changchun, People’s Republic of China;Faculty of Education and Social Work, University of Auckland, Auckland, New ZealandORCID Iconhttps://orcid.org/0000-0001-6515-9512View further author information
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Lawrence Jun ZhangFaculty of Education and Social Work, University of Auckland, Auckland, New ZealandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1025-1746View further author information
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Stephen MayFaculty of Education and Social Work, University of Auckland, Auckland, New ZealandORCID Iconhttps://orcid.org/0000-0002-4490-5093View further author information
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Limin Tony QinFaculty of Education and Social Work, University of Auckland, Auckland, New Zealand;School of Foreign Languages, Harbin University of Science and Technology, Rongcheng, People’s Republic of ChinaORCID Iconhttps://orcid.org/0000-0001-9764-3093View further author information
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Pages 15-31 | Received 13 Mar 2018, Accepted 27 Aug 2018, Published online: 11 Sep 2018

Citations (13)

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Read on this site (3)

Nianfan Peng & Xixi Chen. (2023) Model-based learning towards environment in cross-cultural communication: a mediating role of technology innovation acceptance in culture congruence and English language teaching for environmental education. Economic Research-Ekonomska Istraživanja 36:3.
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Jinfen Xu & Yumei Fan. (2022) Finding success with the implementation of task-based language teaching: the role of teacher agency. Language, Culture and Curriculum 35:1, pages 18-35.
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Anne Li Jiang & Lawrence Jun Zhang. (2019) Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context. Language and Education 33:4, pages 322-339.
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Articles from other publishers (10)

Si Ning Tan, Madhubala Bava Harji & Xiao Gang Hu. (2023) A Scientometric Analysis and Critical Review of Research on English for Specific Purposes Using Citespace. Environment-Behaviour Proceedings Journal 8:26, pages 69-75.
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Nuntapat Supunya. (2023) A Systematic Review on ESP Teachers: Current Focus, Collaboration, and Sustainability. rEFLections 30:2, pages 287-317.
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An Qi Dou, Swee Heng Chan & Min Thein Win. (2023) Changing visions in ESP development and teaching: Past, present, and future vistas. Frontiers in Psychology 14.
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Yao Zheng, Shulin Yu, Chunhong Liu & Lianjiang Jiang. (2022) Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise. System 109, pages 102870.
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Anne Li Jiang. (2022) Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform. Frontiers in Psychology 12.
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Yasemin KARSANTIK & Esed YAĞCI. (2021) Türkiye’de İngilizce Dersi Öğretim Programlarındaki Değişim Üzerine Araştırmalar: Bir Meta-Sentez ÇalışmasıResearch on English Language Curriculum Change in Turkey: A Meta-Synthesis Study. Bayburt Eğitim Fakültesi Dergisi 16:32, pages 625-654.
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Qiang Sun & Lawrence Jun Zhang. (2021) A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction. Frontiers in Psychology 12.
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Shiva Kaivanpanah, Sayyed Mohammad Alavi, Ian Bruce & S. Yahya Hejazi. (2021) EAP in the expanding circle: Exploring the knowledge base, practices, and challenges of Iranian EAP practitioners. Journal of English for Academic Purposes 50, pages 100971.
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Anne Li Jiang & Lawrence Jun Zhang. (2021) Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform. TESOL Quarterly 55:1, pages 271-284.
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Lawrence Jun Zhang & Donglan Zhang. (2020) Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education 5:1.
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