A Case Study on High School English Teachers' Adaptation Strategies to New Textbooks
DOI:
https://doi.org/10.53469/jssh.2024.06(07).28Keywords:
High School EFL Teachers, New Textbook, Adaptation, Teachers' Professional DevelopmentsAbstract
Teachers adapting to new textbooks involves dynamic interaction between teachers and materials, which will facilitate professional development. This study relies on in-depth interviews, complemented by WeChat chat records and student feedback, using Activity Theory as the analytical framework and conducts versus coding analysis. Four-level contradictions during the "new textbook adaptation period" are identified. Two paths for adjusting to new books and achieving professional development are summarized.
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