Volume 5, Issue 4, August 2017, Page: 153-157
The Autonomy of Foreign Language Teachers and the Hidden Curriculum
Gao Ling-xin, Liren College, Yanshan University, Qinhuangdao, China
Received: Apr. 30, 2017;       Accepted: May 13, 2017;       Published: Jul. 5, 2017
DOI: 10.11648/j.sjedu.20170504.15      View  1668      Downloads  49
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.
Foreign Language Teachers, Hidden Curriculum, Teaching Autonomy
To cite this article
Gao Ling-xin, The Autonomy of Foreign Language Teachers and the Hidden Curriculum, Science Journal of Education. Vol. 5, No. 4, 2017, pp. 153-157. doi: 10.11648/j.sjedu.20170504.15
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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