In:
Chinese Journal of Applied Linguistics, Walter de Gruyter GmbH, Vol. 42, No. 2 ( 2019-06-26), p. 199-217
Abstract:
The establishment of Business English (abbreviated as BE hereafter) as an independent discipline for undergraduate education appeals to the higher professionalism of BE teachers’ knowledge structure. This paper introduces the results of a study that, by in-depth semi-structured interviews, investigated the knowledge structure of 18 teachers across three different BE course modules. Data are analyzed based on grounded theory. Eleven knowledge types required of a qualified BE teacher across three different structures (i.e., three BE course modules) are identified. The construction of BE teachers’ knowledge structures differs in the three BE course modules. The findings are a meaningful supplement to the theoretical analysis of the “should-be” description of BE teachers’ knowledge structure and can improve the understanding of the constituents of BE teachers’ knowledge structures at a micro-level, which should, in turn, provide references for different module teachers’ development.
Type of Medium:
Online Resource
ISSN:
2192-9513
,
2192-9505
DOI:
10.1515/CJAL-2019-0012
Language:
Unknown
Publisher:
Walter de Gruyter GmbH
Publication Date:
2019
detail.hit.zdb_id:
2627949-6
SSG:
7,11
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