Teaching Reading and Teacher Beliefs
A Sociocultural Perspective
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Beschreibung
This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
"An inspiring journey into the complex world of EFL teachers’ beliefs." Michael K. Legutke, Justus Liebig University Giessen
This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
Contains clear methodological perspectives on how to investigate teacher beliefs Includes a clear analytic framework examining the belief system Explores English Foreign Language teachers’ belief systems in a broad context
Autor*in
Xinyu Mo
Themen in »Teaching Reading and Teacher Beliefs«
EFL/ESL teacher professional development Language teacher education and cognition Studies on language teacher beliefs and practices The organization of ELT in Chinese Universities Defining teacher beliefs
Stimmen zu »Teaching Reading and Teacher Beliefs«
"An inspiring journey into the complex world of EFL teachers’ beliefs." Michael K. Legutke, Justus Liebig University Giessen
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