Reveals a range of forces that could support and hinder pedagogical innovations in various contexts

Unpeels many layers of teacher individuality to show how they might interfere with the innovative process

Equips readers with informative empirical findings that could inform and support their new practices

Autorentext
Dr. Dat Bao has worked with Leeds Metropolitan University in the UK, Cornell University in the US, the National University of Singapore, the Assumption University of Thailand, and over the past thirteen years has lectured in Monash University. His expertise includes creative pedagogy, curriculum design, intercultural communication, materials development, classroom silence, literacy development, and visual pedagogy in language education. He is the author of Understanding Silence and Reticence: Nonverbal participation in Second Language Acquisition (2014), Poetry for Education. Classroom Ideas that Inspire Creativity (2017), Creativity and Innovations in ELT Material Development: Looking beyond the Current Design (2018).
Dr. Thanh Pham has been working in higher education for more than 10 years. Her main research areas are graduate employability, intercultural education, and education internationalisation. She has been conducting substantial research on internationalisation of higher education curricula and enhancing interactions of students from various backgrounds and contexts. Thanh is heavily researching graduate employability with a focus on unpacking how graduates develop strategies to navigate barriers in the labour markets. She has conducted research in various countries and developed comparative models showing resources/capitals that graduates should be aware of and develop so that they could thrive in both host and home labour markets. Her research has been published on a range of reputational journals and book publishers. Thanh has also successfully transferred her research into teaching by developing new teaching courses about education to work transitions at both undergraduate and postgraduate levels.

Klappentext
This book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.

Inhalt
Part I - Learners' socio-cultural dynamics as resistance to change.-

1. Educational Neo-liberalism and the Annexation of Literacy: a cautionary tale in the Asia-Pacific context.-

2. Learning of Confucian heritage cultures(CHC) students: A myth explored from multiple perspectives.-

3. Task-based language teaching in China's university English class: An exploration of opportunities and tensions from the third-generation activity theory perspective.-

4.  The role of local cultural and intellectual resources for supporting Indonesian EFL students' creative writings.-

5. Capturing the complexities of the implementation process of formative assessment in science classrooms under the activity theory framework.-

6. Improving higher-education pedagogy through understanding students' reflective processes in the Australian context.-

Part II - Learners' socio-cultural dynamics as resistance to change.-

7. How to enable teachers to change their pedagogical practices? Representation construction approach as an effective tool.-

8. The role of preservice teachers' prior beliefs in preservice EAL teaching.-

9. The influence of culture on ICT use in Saudi Arabian science classrooms.-

10. Pre-service teachers rethinking Australian education standards in practical placement context.-

Part III Local circumstances as resistance to change.-

11. Challenges to incorporating Asian literacy in Australian school curriculum.-

12. Contextualizing service learning practices in rural Vietnam: pre-service teachers' pedagogical development.-

13. Posting your thoughts: A Pedagogy in Changing Student Mindset.-

14. A semiotics self-reflection model in identity construction in the context of an Australian Megachurch.-

15. Developing Socio-culturally supportive pedagogy for the marginalised in the Korean context.-

References.-

Content index.