Teacher Mediated Agency in Educational Reform in China

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Focusing on teacher agency within the context of English as a Foreign Language curriculum reform in Chinese universities, this book employs sociocultural theory to explore how educators adapt their teaching practices. Utilizing Engeström's activity theory and Vygotsky's Zone of Proximal Development, it highlights the need for a shift from top-down policies to bottom-up implementations that engage local insights. The findings suggest that effective teacher education programs should provide continuous opportunities for teachers to design and evaluate curriculum, fostering their pedagogical agency.