Titlebook: Educational Change Amongst English Language College Teachers in China; Transitioning from T Yulong Li Book‘‘‘‘‘‘‘‘ 2020 The Editor(s) (if a

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https://doi.org/10.1007/978-94-017-6794-1chers in a pedagogical transition from EGP formulate their epistemology of EAP? RQ2. How does the transition from EGP to EAP influence teachers? RQ3. How do teachers perceive the challenges and opportunities posed by the Shanghai EAP reform? Clues are collected from systematic data comparison within

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我沒(méi)有強(qiáng)迫

https://doi.org/10.1007/978-981-15-3053-1EAP Teacher Education; EAP Teaching; University English Teaching; China Higher Education; Teacher Change

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The Editor(s) (if applicable) and The Author(s) 2020

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Book‘‘‘‘‘‘‘‘ 2020ition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the largest metropolitan area in China.?.Applying a unique combination of ethnography and phenomenology, the book offers innovative new perspectives on teacher education research. Drawing on the latest language educat

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in China, which will help international readers understand This open access?book?provides anthropological insights into the arduous yet rewarding journeys involved in selected TESOL teachers’ pedagogical transition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the lar