<p>The overarching objective in undertaking this study is to
examine the impact of the implementation of EGP and ESP program for ESP
teachers in China, to explore into tertiary-level ESP teachers’ transformative
learning experiences as well as the personal, institutional and societal
factors that either facilitate or constrain such transformation. I employed
narrative inquiry as the research methodology to reflect teachers’ profound transformative
learning experiences from story collections through co-construction and
collaboration with participant teachers in all phases of research. Five ESP
teachers’ unique trajectories mirror their unique learning and professional
development roadmap.</p>
<p>Through detailed examination, I concluded that teachers stepped
into the new territory of ESP instruction with various degrees of hesitation
and resistance. Their non-linear transformative learning experiences shed
lights on the uncertainty and struggles they confronted along the journey, and demonstrate
how teachers hold their own stance adjusting the complex instructional
ecosystem to enhance their potential success being as an ESP instructor.</p>
<p>The significance of this study lies in the exploration of ESP
teachers’ transformative learning from a critical perspective. By taking into
consideration the essence of a teacher as an adult learner, this study will not
only break through the existing studies’ inadequate attention to teacher’s
transformative learning, but also emphasizes the value of teacher learning for
their own transformation, emancipation and professional advancement.</p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/13961144 |
| Date | 01 March 2021 |
| Creators | Fang Gao (10136912) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/NARRATIVE_INQUIRY_INTO_CHINESE_UNIVERSITY_ESP_TEACHERS_TRANSFORMATIVE_LEARNING/13961144 |
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