Science Journal of Education

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The Autonomy of Foreign Language Teachers and the Hidden Curriculum

Received: 30 April 2017    Accepted: 13 May 2017    Published: 05 July 2017
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Abstract

There is the need to promote foreign language teachers’ autonomy through the hidden curriculum in China. Hidden curriculum and teaching autonomy are two areas of educational research. From a unique perspective, this paper discusses the positive role that hidden curriculum plays for the promotion of teachers’ autonomy. Through teachers' hidden curriculum, teachers’ consciousness of innovation, emotion and reflection will do help for the promotion of the teaching effectiveness of foreign language teachers, and establishment of the good relationship between students and teachers, as well as the enhancement of teachers’ self-development in their profession. Consequently, the goal of reforming the foreign language teaching will be achieved and teachers' autonomous teaching and students' autonomous learning will be realized. More than that, the strategic objectives of Chinese government educational reform to cultivate innovative talents will be integrated during this process.

DOI 10.11648/j.sjedu.20170504.15
Published in Science Journal of Education (Volume 5, Issue 4, August 2017)
Page(s) 153-157
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Foreign Language Teachers, Hidden Curriculum, Teaching Autonomy

References
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Author Information
  • Liren College, Yanshan University, Qinhuangdao, China

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    Gao Ling-xin. (2017). The Autonomy of Foreign Language Teachers and the Hidden Curriculum. Science Journal of Education, 5(4), 153-157. https://doi.org/10.11648/j.sjedu.20170504.15

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    Gao Ling-xin. The Autonomy of Foreign Language Teachers and the Hidden Curriculum. Sci. J. Educ. 2017, 5(4), 153-157. doi: 10.11648/j.sjedu.20170504.15

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    Gao Ling-xin. The Autonomy of Foreign Language Teachers and the Hidden Curriculum. Sci J Educ. 2017;5(4):153-157. doi: 10.11648/j.sjedu.20170504.15

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  • @article{10.11648/j.sjedu.20170504.15,
      author = {Gao Ling-xin},
      title = {The Autonomy of Foreign Language Teachers and the Hidden Curriculum},
      journal = {Science Journal of Education},
      volume = {5},
      number = {4},
      pages = {153-157},
      doi = {10.11648/j.sjedu.20170504.15},
      url = {https://doi.org/10.11648/j.sjedu.20170504.15},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.sjedu.20170504.15},
      abstract = {There is the need to promote foreign language teachers’ autonomy through the hidden curriculum in China. Hidden curriculum and teaching autonomy are two areas of educational research. From a unique perspective, this paper discusses the positive role that hidden curriculum plays for the promotion of teachers’ autonomy. Through teachers' hidden curriculum, teachers’ consciousness of innovation, emotion and reflection will do help for the promotion of the teaching effectiveness of foreign language teachers, and establishment of the good relationship between students and teachers, as well as the enhancement of teachers’ self-development in their profession. Consequently, the goal of reforming the foreign language teaching will be achieved and teachers' autonomous teaching and students' autonomous learning will be realized. More than that, the strategic objectives of Chinese government educational reform to cultivate innovative talents will be integrated during this process.},
     year = {2017}
    }
    

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