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McDonald's and Teachers: An Unexpected Partnership? Unpacking the Relationship
Introduction:
The image of a teacher rushing into McDonald's for a quick coffee and breakfast before school isn't exactly groundbreaking. But the relationship between McDonald's and educators goes deeper than mere convenience. This comprehensive guide delves into the multifaceted connection between McDonald's and teachers, exploring everything from employee discounts and community involvement to the surprising ways McDonald's contributes to the education sector and the ongoing discussions surrounding its impact. We’ll examine the realities of teachers working at McDonald's, the perception of this choice, and the broader societal implications. Get ready to uncover a story far more nuanced than you might expect.
1. Teachers Working at McDonald's: A Reality Check
Many people assume that teachers, facing demanding schedules and often low pay, may supplement their income through part-time jobs. McDonald's, with its widespread availability and flexible scheduling options, becomes a potentially attractive choice. But the reality is complex. While some teachers may choose McDonald's for extra income, it’s crucial to understand the motivations and the trade-offs involved. Factors such as location, school district funding, and personal financial situations significantly influence this decision. For some, it might be a temporary solution; for others, it could be a more long-term strategy. This section will explore the various reasons why teachers might find themselves working at McDonald's and analyze the potential implications on their teaching careers and well-being. We'll also discuss the stigma, if any, attached to teachers holding such positions.
2. McDonald's Employee Benefits and Teacher-Specific Programs
McDonald's offers various employee benefits, some of which might be particularly appealing to teachers. These could include flexible scheduling options, allowing teachers to work around school hours and commitments. Health insurance and other benefits can also be significant, especially for those in underfunded school districts. However, the extent to which these benefits are tailored specifically to teachers or significantly improve their overall financial situations needs examination. This section will investigate whether McDonald's offers any specific programs targeted at educators or if the general employee benefits are equally applicable.
3. McDonald's Community Involvement and Educational Initiatives
McDonald's, like many large corporations, engages in community outreach. While not always directly aimed at teachers, some initiatives indirectly support education. Examples include Ronald McDonald House Charities, which provides support to families with hospitalized children, often impacting teachers indirectly by easing the burden on families. Additionally, McDonald's may sponsor local school events or contribute to educational foundations. This section analyzes the types of community involvement McDonald's undertakes and assesses their impact on the education sector and teachers' lives, moving beyond simple sponsorship to look at long-term contributions.
4. The Perception of Teachers Working at McDonald's: Societal Attitudes and Stigma
The image of a teacher working at McDonald's can evoke mixed reactions. While some might view it as a sign of financial hardship within the teaching profession, highlighting the need for better teacher salaries and benefits, others may perceive it as a sign of a teacher's dedication to financial stability. This section will delve into the societal perceptions surrounding this issue, examining how societal attitudes might contribute to the perception of this choice and exploring the potential for stigma. We will analyze the cultural narratives surrounding teachers' financial struggles and the role of fast-food employment in this context.
5. The Broader Implications: Teacher Shortages and Educational Funding
The fact that teachers seek supplemental income from fast-food jobs reflects a broader issue: teacher shortages and inadequate funding for education. This section will discuss the connection between teachers' need for second jobs and the systemic problems facing the education system. It will explore the implications of teacher burnout and the potential long-term effects on students' academic performance and overall well-being. We will examine the systemic issues that contribute to this reality and offer potential solutions for alleviating the financial pressures on teachers.
Article Outline:
Name: McDonald's and the Classroom: Exploring the Complex Relationship Between Fast Food and Teachers
Introduction: Hooking the reader with a compelling anecdote and outlining the article's scope.
Chapter 1: Teachers Working at McDonald's: Reasons, Realities, and Perceptions.
Chapter 2: McDonald's Employee Benefits and Their Relevance to Teachers.
Chapter 3: Community Involvement and Educational Initiatives: McDonald's Role in Supporting Education.
Chapter 4: Societal Perceptions and Stigma: Analyzing Public Attitudes Towards Teachers Working at McDonald's.
Chapter 5: The Broader Context: Teacher Shortages, Funding Issues, and Systemic Problems.
Conclusion: Summarizing key findings and offering concluding thoughts.
(The detailed content for each chapter is provided above in the main body of the article.)
FAQs:
1. Do many teachers work at McDonald's? The exact number is difficult to ascertain, but anecdotal evidence suggests that a significant portion of teachers, particularly those in low-income areas or facing financial strain, may supplement their income through part-time work at McDonald's or similar establishments.
2. What are the benefits of McDonald's employment for teachers? Primarily flexible scheduling and readily available positions, allowing teachers to balance work with school commitments.
3. Does McDonald's offer any teacher-specific discounts or programs? Currently, there aren't widely advertised teacher-specific programs, but general employee discounts might be available.
4. How does McDonald's contribute to education indirectly? Primarily through Ronald McDonald House Charities and other community outreach programs that indirectly support families and, by extension, teachers.
5. Is there a stigma attached to teachers working at McDonald's? While not universally prevalent, there is a potential for societal judgment, reflecting broader concerns about teacher compensation and the value placed on the teaching profession.
6. What are the broader implications of teachers needing second jobs? It highlights systemic issues like teacher shortages and inadequate funding for education, potentially impacting student learning outcomes.
7. What can be done to alleviate financial pressures on teachers? Increased teacher salaries, improved benefits packages, and increased funding for education are crucial steps.
8. Can McDonald's do more to support teachers? While current efforts are limited, McDonald's could explore targeted initiatives or partnerships with education organizations to better support the teaching community.
9. Are there other fast-food chains that employ teachers? Yes, many fast-food chains offer flexible scheduling and part-time positions, making them attractive to teachers seeking supplemental income.
Related Articles:
1. Teacher Pay Gaps and the Impact on Student Achievement: Examines the link between teacher salaries and student performance.
2. The Rising Cost of Living and Its Impact on Teachers: Explores the financial pressures facing teachers in today's economy.
3. The Teacher Shortage Crisis: Causes, Consequences, and Solutions: A comprehensive look at the ongoing teacher shortage in many regions.
4. Ronald McDonald House Charities: Supporting Families in Need: A detailed look at the work of RMHC and its impact.
5. Flexible Work Arrangements for Teachers: Balancing Work and Family Life: Discusses strategies for teachers to balance multiple commitments.
6. The Mental Health of Teachers: Burnout, Stress, and Wellbeing: Addresses the challenges teachers face related to mental and emotional well-being.
7. Community Involvement and Corporate Social Responsibility: Explores the various ways corporations can positively impact their communities.
8. Supporting Teachers Through Public Policy: Discusses potential government interventions to aid teachers financially and improve working conditions.
9. The Importance of Teacher Appreciation and Recognition: Highlights the value of recognizing and appreciating the work of teachers.
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| mcdonalds teachers: Studies in Philosophical Realism in Art, Design and Education Neil C. M. Brown, 2016-09-13 This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now. The framework as presented provides a powerful interface between research and practical reconceptualisations of critical issues and practice in the domains of art, design, and education that involve implications for curriculum in visual arts, teaching and learning, cognitive development, and creativity. The book extends understanding of Philosophical Realism in its practical application to teaching practice in visual arts in the way it relates to the fields of art, design, and education. Researchers, teacher educators and specialist art teachers are informed about how Philosophical Realism provides insights into art, design, and education. These insights vary from clearer knowledge about art to the examination of beliefs and assumptions about the art object. Readers learn how cognitive reflection, and social and practical reasoning in the classroom help cultivate students’ artistic performances, and understand how constraints function in students’ reasoning at different ages/stages of education. |
| mcdonalds teachers: Golden Arches East James L. Watson, 2006-03-13 McDonald's restaurants are found in over 100 countries, serving tens of millions of people each day. What are the cultural implications of this phenomenal success? The widely read—and widely acclaimed—Golden Arches East argues that McDonald's has largely become divorced from its American roots and become a local institution for an entire generation of affluent consumers in Hong Kong, Beijing, Taipei, Seoul, and Tokyo. In the second edition, James L. Watson also covers recent attacks on the fast-food chain as a symbol of American imperialism, and the company's role in the obesity controversy currently raging in the U.S. food industry, bringing the story of East Asian franchises into the twenty-first century. Praise for the First Edition: Golden Arches East is a fascinating study that explores issues of globalization by focusing on the role of McDonald's in five Asian economies and [concludes] that in many countries McDonald's has been absorbed by local communities and become assimilated, so that it is no longer thought of as a foreign restaurant and in some ways no longer functions as one. —Nicholas Kristof, New York Times Book Review This is an important book because it shows accurately and with subtlety how transnational culture emerges. It must be read by anyone interested in globalization. It is concise enough to be used for courses in anthropology and Asian studies. —Joseph Bosco, China Journal The strength of this book is that the contributors contextualize not just the food side of McDonald's, but the social and cultural activity on which this culture is embedded. These are culturally rich stories from the anthropology of everyday life. —Paul Noguchi, Journal of Asian Studies Here is the rare academic study that belongs in every library.—Library Journal |
| mcdonalds teachers: Seeing What Is Jacqueline CoxTaylor, 2020-02-14 We can decide what we teach but we cannot decide what children will learn. Only the children themselves will decide what to learn. These three manuscripts whilst each being an individual study, are linked in their endeavour to assist children with challenges and diverse learning styles. ‘Seeing what is’ examines three topics , looking through the lenses of Steiner pedagogy comparing findings with current research, historical knowledge, current practises, and close observation of today’s children . How do children learn? What influences their learning? How, can we assess children’s learning ? And how do we decide what is important for children to learn. |
| mcdonalds teachers: Teacher as Traveler Kenneth Cushner, 2018-09-30 The essence of this second edition, under the revised title Teacher as Traveler: Enhancing the Intercultural Development of Teachers and Students, is to examine the development of intercultural competence through various dimensions of student travel, study abroad and intercultural encounters. Cushner, who has traveled with students and teachers to all seven continents for more than 40 years, uses his firsthand experiences as the foundation to introduce essential concepts related to cross-cultural communication and intercultural interaction and to point out strategies educators can employ to enhance intercultural learning. This second edition reflects the considerable research that has occurred in recent years that has helped us better understand the impact and design of international travel experiences that have the potential to enhance intercultural development. In addition to updated research, the chapters examine new study abroad initiatives while looking closely at the critical role that guided teacher-led experience plays in facilitating intercultural growth and development. |
| mcdonalds teachers: Initial Training for History Teachers Alois Ecker, 2003-01-01 The Council of Europe's work on history teaching in secondary schools has three main thrusts: curriculum development, textbooks and teaching materials, and teacher training, which should take into account societal developments and the cultural needs of coming generations. This pilot study is the first comparative study on the structures of initial training for history teachers to be carried out in several European countries. Its aim is to provide information that will raise the level of professionalism not only of history teaching, but also of teacher training.--Publisher's description. |
| mcdonalds teachers: Sport, Education and Corporatisation Geoffery Z. Kohe, Holly Collison, 2019-03-11 Using an interdisciplinary approach, Sport, Education and Corporatisation offers an important critique of the intersection between sport organisations, commercial agendas and educational development. It reveals a discomforting interplay between sector stakeholders that has been normalised via discourses of civic ‘good’, social responsibility and community welfare. The book employs stakeholder theory, corporate social responsibility ideals, and holistic constructions of space to provide a framework to understand some of the latent and explicit complexities of sport sector connectivity. Interrogating the key contexts, issues and challenges that emerge from the Sport-Education-Corporate nexus and drawing upon evidence from international, national and local sport organisations, it argues for sustained and rigorous examination of the commercialisation of educational agendas and new directions for education-based corporate social responsibility within the sport industry. This is an invaluable resource for researchers working in the areas of sport management; sport development; sociology of sport; sport policy and politics; physical education; and the wider economics, organisational politics and business ethics fields. It is also a fascinating read for students within sport business management, sports studies, sport politics and physical education programmes. |
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| mcdonalds teachers: Instrumentalism in Education - Where is Bildung left? Stefanie Hillen, Carmela Aprea, 2015 This anthology aims to make visible those processes, conditions, and impacts on and in European educational institutions (k-HigherEd-VET) which are nowadays influenced by the phenomena of accountability, new public management, outcome-based learning, and educational policies which themselves obviously absorb or even perpetuate these phenomena. Are these phenomena evidence of an increasing instrumentalist view in education? The tendencies mentioned above do not just have an impact on learning processes and results but also on the way in which Bildung and Education are understood and realised in formal learning situations. It is striking that - independent of the original standpoints in a multifaceted European educational landscape with its variety of educational systems - these influences can be recognised as much more than marginal. Rather, they impact upon all educational institutions from kindergarten, preschool, and comprehensive school to higher education, vocational training, special education, and further education. Researchers from different European countries reflect on these perceived 'instrumentalist' tendencies from their own national educational platforms, educational backgrounds in theoretical and empirical research, and educational practice: that is, on a macro-, meso-, and microlevel. |
| mcdonalds teachers: School Choice and the Quasi-market Geoffrey Walford, 1996-01-01 Throughout much of the industrialised world in the 1980s and 1990s governments divested themselves of responsibility for providing services for their citizens and espoused the ideology of the market. In education the term ‘quasi-market’ has been used to describe the situation where the market forces introduced into schooling differ in some fundamental respects from classical free markets. This book brings together specially written accounts of developments in the quasi-market in nine countries. The authors were asked to focus on their own particular country and to review policy developments in school choice over the previous five to ten years. In addition they were asked to assess the research evidence on the workings of the quasi-market of schools and, in particular, the effects of such changes on children of different genders and from differing social class and ethnic backgrounds. The result is a series of thought-provoking articles that add greatly to our understanding of the pressures that led to quasi-markets in education, and of how particular countries have responded to such changes and to the potentially inequitable effects of such moves. |
| mcdonalds teachers: Internet Directory for Teachers Grace Jasmine, Julia Jasmine, 1997 These pages guide teachers to the best and most useful resources on the Internet for use in the classroom, for career development, and for joining the educational community. The multi-platform CD-ROM includes an Internet service provider, a search engine, and links to sites. |
| mcdonalds teachers: The Transfer of Learning Sarah Leberman, Lex McDonald, Stephanie Doyle, 2006 This book addresses a crucial issue for all involved in education and training: the transfer of learning to new and different contexts. Educators, employers and learners face the problem of ensuring that what is learnt in the classroom is able to be adapted and used in the workplace. The authors provide an accessible book on the transfer of learning which draws on multi-disciplinary perspectives from education, psychology and management. It combines theory and practice from international research and the authors' own case studies of transfer involving learners engaged in professional development and study towards qualifications. The book is unique in that it adopts a phenomenological perspective and underscores the significance of the participants' voices in understanding issues. |
| mcdonalds teachers: Handbook of Teacher Education Tony Townsend, Richard Bates, 2006-08-09 This book provides a wide-ranging review of the current state of teacher education, with contributions by an international group of teacher educators. It focuses on issues confronting teacher educators today and in the coming decade, including the impact of globalization on the profession of teaching, and the need for teacher education to adapt to changing accountability requirements, and establish a set of minimum standards that qualify a person to teach. |
| mcdonalds teachers: The Reading Teacher's Book of Lists Jacqueline E. Kress, Edward B. Fry, 2015-10-26 The essential handbook for reading teachers, now aligned with the Common Core The Reading Teacher's Book of Lists is the definitive instructional resource for anyone who teaches reading or works in a K-12 English language arts-related field. Newly revised and ready for instant application, this top seller provides up-to-date reading, writing, and language content in more than 240 lists for developing targeted instruction, plus section briefs linking content to research-based teaching practices. This new sixth edition includes a guide that maps the lists to specific Common Core standards for easy lesson planning, and features fifty brand-new lists on: academic and domain-specific vocabulary, foundation skills, rhyming words, second language development, context clues, and more. This edition also includes an expanded writing section that covers registers, signal and transition words, and writers' craft. Brimming with practical examples, key words, teaching ideas, and activities that can be used as-is or adapted to students' needs, these lists are ready to differentiate instruction for an individual student, small-group, or planning multilevel instruction for your whole class. Reading is the center of all school curricula due to recent state and federal initiatives including rigorous standards and new assessments. This book allows to you skip years of curating content and dive right into the classroom armed with smart, relevant, and effective plans. Develop focused learning materials quickly and easily Create unit-specific Common Core aligned lesson plans Link classroom practice to key research in reading, language arts and learning Adapt ready-made ideas to any classroom or level It's more important than ever for students to have access to quality literacy instruction. Timely, up to date, and distinctively smart, The Reading Teacher's Book of Lists should be on every English language arts teacher's desk, librarian's shelf, literacy coach's resource list, and reading professor's radar. |
| mcdonalds teachers: Jobs Aren't Enough Roberta Rehner Iversen, Annie Laurie Armstrong, 2006 Job opportunity is a myth for 25% of U.S. wage earners. |
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| mcdonalds teachers: Early Childhood Education Barry Persky, Leonard H. Golubchick, 1991 Early childhood education and child care are now widely perceived to be among the central social needs of the nation. Used by more than 100 universities and colleges, the new second edition of this anthology is a collection of over 70 articles which together provide a comprehensive overview of the early childhood situation from a historical, theoretical and practical perspective. These articles enable the reader to understand human development in young children, identify their intellectual strengths and weaknesses, and develop the most effective teaching techniques. Also included is a review of events and conditions resulting in current educational practices. Classroom theory and techniques are examined not only within the U.S., but also run the gamut from the Israeli kibbutz program to current teaching practices in the Soviet Union and China. Contents: National and Historical Perspectives; Philosophical and Theoretical Issues; Critical Issues; Exceptional Children; Curri |
| mcdonalds teachers: Lies, Scandal, and Deceit... Tanessalyn Quimby-Marks, Erik Marks, 2006-02 Wanted: Teaching positions available for young men and women who are (on the surface) confident and outgoing. Individuals must be capable of being molded into whatever the reporting administrator deems appropriate for his or her school. Potential applicants must have a high tolerance for parental abuse, low pay, and long hours. Out-of-the-box thinkers and non-conformers need not apply. After six years of college Tiffany Morgan is ready to make a difference and enters the world of public education. She is quickly sucked into a profession that is both corrupt and prejudiced. She learns that her confident and outgoing personality will be her downfall. Tiffany's unwillingness to succumb to the bully mentality of her bosses leads her on a continuous journey for the perfect school. Visit some of the worst schools in the nation and witness degrading, immoral, illegal and sophomoric shenanigans at every level-from administrators to school superintendents and beyond. Tiffany and her colleagues suffer daily abuse at the hand of principals and parents. Despite their constant cries for help, they have no one to turn to for support. While the war between teachers and administrators rages on, the students are caught in the middle. |
| mcdonalds teachers: Mallory Goes Green! Laurie Friedman, 2013-08-01 Mallory McDonald is going green! As an official member of the Fern Falls Elementary Environmental Committee, Mallory is super excited to make her school and home more environmentally friendly. She’s even selected to be class representative for the all-school Green Fair. But the minute Mallory goes green, everything goes wrong. No one wants her “expert” opinion on how to help the environment. Her classmates don’t want to participate in the Green Fair project she’s created. And worst of all, by the time the fair rolls around, many of them aren’t even speaking to Mallory. Can Mallory find a way to save the planet and her friendships? |
| mcdonalds teachers: Translanguaging with Multilingual Students Ofelia García, Tatyana Kleyn, 2016-06-10 Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments. The cases shed light on two questions: How, when, and why is translanguaging taken up or resisted by students and teachers? What does its use mean for them? Although grounded in a U.S. context, and specifically in classrooms in New York State, Translanguaging with Multilingual Students links findings and theories to different global contexts to offer important lessons for educators worldwide. |
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| mcdonalds teachers: Handbook of Cultural Studies and Education Peter Pericles Trifonas, Susan Jagger, 2018-11-15 The Handbook of Cultural Studies in Education brings together interdisciplinary voices to ask critical questions about the meanings of diverse forms of cultural studies and the ways in which it can enrich both education scholarship and practice. Examining multiple forms, mechanisms, and actors of resistance in cultural studies, it seeks to bridge the gap between theory and practice by examining the theme of resistance in multiple fields and contested spaces from a holistic multi-dimensional perspective converging insights from leading scholars, practitioners, and community activists. Particular focus is paid to the practical role and impact of these converging fields in challenging, rupturing, subverting, and changing the dominant socio-economic, political, and cultural forces that work to maintain injustice and inequity in various educational contexts. With contributions from international scholars, this handbook serves as a key transdisciplinary resource for scholars and students interested in how and in what forms Cultural Studies can be applied to education. |
| mcdonalds teachers: Miss McDonald Mary Jane Holmes, 2022-09-16 DigiCat Publishing presents to you this special edition of Miss McDonald by Mary Jane Holmes. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature. |
| mcdonalds teachers: Becoming a Teacher: Knowledge, Skills and Issues Maggie Clarke, Sharon Pittaway, 2014-04-23 Marsh’s Becoming a Teacher, 6e continues to offer pre-service teachers a practical and user-friendly guide to learning to teach that students find invaluable throughout their entire degree. Marsh covers a comprehensive introduction to teaching methodology, preparing pre-service teachers for the challenges they face in a 21st-century classroom. All chapters in this new edition have been updated with new approaches and current references by the two new authors Maggie Clarke and Sharon Pittaway. The approach in this 6th edition is more reflective and gives readers an even greater opportunity to interact with issues raised in the text. |
| mcdonalds teachers: 100 Ideas for Primary Teachers: Computing Steve Bunce, 2015-08-27 No matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. Are you looking for exciting ways to get your students interested in computing? Do you need a break down of the basics to get your confidence up before teaching it? Don't worry - help is at hand in this book written by computing whizz Steve Bunce. All areas of the curriculum are introduced, and easy to implement and engaging activities are provided to get you and your students started! Steve covers all the major elements: algorithms, programming, data management, e-safety and more. He answers questions like 'How do computers work?' and introduces ways for you to develop computational thinking and digital literacy in your students. Really accessible 'ways in' which may or may not use a computer make this book something that can be picked up and used in the classroom tomorrow, whatever your level and whatever resources you have to hand. 'Tablet tips' throughout the book provide extra ideas for how to use tablets in the classroom. This book is a must-read for all primary teachers who want to implement a full, engaging computing curriculum in their classroom. Get debugging and coding today! |
| mcdonalds teachers: Research in the Sociology of Work Steven P. Vallas, 2016-08-26 This volume includes contributions which discuss: work and identity, including the experiences of actors and teachers; authority and control at work, including insights from the hospitality and publishing industries; and issues of gender and sexuality in the workplace, including insights on sexual harassment in the workplace. |
| mcdonalds teachers: The Sign of the Burger Joe L. Kincheloe, 2002 The Sign of the Burger examines how McDonald's captures our imagination, both as a shorthand for explaining the power of American culture, and as a symbol of the strength of consumerism. |
| mcdonalds teachers: Cumulative List of Organizations Described in Section 170 (c) of the Internal Revenue Code of 1954 , 2002 |
| mcdonalds teachers: Publication , 1994 |
| mcdonalds teachers: Cumulative List of Organizations Described in Section 170 (c) of the Internal Revenue Code of 1986 , 1990 |
| mcdonalds teachers: Early Years Non-Fiction Margaret Mallett, 2003-12-16 This lively and informative text examines children's first experience of non-fiction during the pre-school and foundation years. Its careful consideration of different kinds of quality non-fiction, including books, posters, charts and computer software will provide a helpful framework from which Early Years teachers can work. The book offers a rich resource of information, with illustrative case studies and many examples of children's responses to non-fiction, providing: coverage of pre-school and foundation years for children up to 6 years of age, references to research findings on the place of non-fiction in early years, and references to The National Literacy Strategy, Early Learning Goals, and the National Curriculum for English. |
| mcdonalds teachers: Educational Change Amongst English Language College Teachers in China Yulong Li, 2020-04-15 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 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 education theory, it outlines a practitioner-friendly approach to EAP literacy. Teacher readers will especially benefit from the case studies presented here, which provide role models for teacher change in educational reform, as well as advice on their academic careers. In addition to addressing a timely and important research gap on EAP teachers in non-Western countries, the book is the ideal choice for readers interested in an update on English education in China. |
