Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study

This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher’s reflections, interviews, and classroom interactions. The results show that through SFL-ba...

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Autor principal:	Xiaodong Zhang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	distance education constrained context English writing instruction agency systemic functional linguistics Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/77edb933041e48c3b7bc9b873a4e4a7b
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spelling	oai:doaj.org-article:77edb933041e48c3b7bc9b873a4e4a7b2021-12-02T19:20:53ZMitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study10.19173/irrodl.v19i5.36651492-3831https://doaj.org/article/77edb933041e48c3b7bc9b873a4e4a7b2018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3665https://doaj.org/toc/1492-3831This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher’s reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting with his agency, overcame multiple constraints and developed academically in terms of how to understand valued academic writing. Additionally, the teacher also harnessed this newfound knowledge to support students’ socialization into academic English discourse. The study concludes the effectiveness of SFL-based distance education for English writing teachers in similarly constrained contexts, which could be enhanced by teachers’ agency. Implications of the study include synergizing the SFL-based curriculum with distance teacher education so that language educators can better assist students in gaining the knowledge needed for navigating academic English literacy. Xiaodong ZhangAthabasca University Pressarticledistance educationconstrained contextEnglish writing instructionagencysystemic functional linguisticsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education constrained context English writing instruction agency systemic functional linguistics Special aspects of education LC8-6691
spellingShingle	distance education constrained context English writing instruction agency systemic functional linguistics Special aspects of education LC8-6691 Xiaodong Zhang Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study
description	This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher’s reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting with his agency, overcame multiple constraints and developed academically in terms of how to understand valued academic writing. Additionally, the teacher also harnessed this newfound knowledge to support students’ socialization into academic English discourse. The study concludes the effectiveness of SFL-based distance education for English writing teachers in similarly constrained contexts, which could be enhanced by teachers’ agency. Implications of the study include synergizing the SFL-based curriculum with distance teacher education so that language educators can better assist students in gaining the knowledge needed for navigating academic English literacy.
format	article
author	Xiaodong Zhang
author_facet	Xiaodong Zhang
author_sort	Xiaodong Zhang
title	Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study
title_short	Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study
title_full	Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study
title_fullStr	Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study
title_full_unstemmed	Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study
title_sort	mitigating suburban english writing teachers’ constrained professional development through distance education: one case study
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/77edb933041e48c3b7bc9b873a4e4a7b
work_keys_str_mv	AT xiaodongzhang mitigatingsuburbanenglishwritingteachersconstrainedprofessionaldevelopmentthroughdistanceeducationonecasestudy
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Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study

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