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Teacher Mediated Agency in Educational Reform in China pp 13–41Cite as

A Sociocultural Perspective on Teacher Agency

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Part of the book series: English Language Education ((ELED,volume 3))

Abstract

This chapter reviews two areas of the relevant research literature. The first area is the research on teacher roles in curriculum reform. Based on the review, I argue for the need to use mediated agency to research the teacher roles in reform, from the perspective of activity theory and the ZPD. The second area of the literature review summarises the impact of the reform on EFL reading instruction, including a review of reading instruction and reading strategy instruction. Overall, based on the implications of the reviewed literature, this study argues for the need for research on teacher-mediated agency from the perspective of sociocultural theory and the need for using activity theory to analyse teachers’ classroom teaching.

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  1. The University of New South Wales, Sydney, NSW, Australia

    Hongzhi Yang

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  1. Hongzhi Yang
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Yang, H. (2015). A Sociocultural Perspective on Teacher Agency. In: Teacher Mediated Agency in Educational Reform in China. English Language Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-15925-6_2

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