| Description |
1 online resource |
| Series |
English language education, 2213-6967 ; volume 4 |
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English language education (Springer (Firm)) ; v. 4.
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| Contents |
Preface; Acknowledgements; Contents; Abbreviations; List of Figures; List of Tables; Chapter 1: Introduction; 1.1 Aims and Rationale; 1.2 The Methodological Approach; 1.3 Overview of the Study; References; Chapter 2: Approaching Teachers' Beliefs from the Perspective of Complexity Theory; 2.1 Introduction; 2.2 Definition of Teacher Beliefs; 2.2.1 Terminology; 2.2.2 Defining Teacher Beliefs; 2.3 Introduction to Language Teacher Beliefs; 2.3.1 The Nature of Language Teachers' Beliefs; 2.3.2 The Contents of Language Teachers' Beliefs; 2.3.2.1 Belief About EFL |
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2.3.2.2 Beliefs About EFL Teaching and Teachers' Roles2.3.2.3 Beliefs About EFL Learning and EFL Learners; 2.3.3 Studies of the Relationship Between Teacher Belief and Practice; 2.3.4 Borg's Framework for Language Teacher Cognition Research; 2.4 Complexity Theory as a Tool for Understanding the Relationship Between Beliefs, Practice and Contexts; 2.5 Theoretical Framework of the Study; 2.6 Analytical Framework of the Study; 2.7 Conclusion; References; Chapter 3: Chinese ELT Context and EFL Teachers; 3.1 Introduction; 3.2 Socio-economic Contexts of Chinese Educational Reform |
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3.3 Chinese Educational Reform in the Twenty-First Century3.4 Chinese EFL Teachers' Dilemmas; 3.4.1 Working with Clashes Between Two Cultures of Learning; 3.4.2 Working Under Constraints Arising from Contextual Factors; 3.4.3 Working to Bridge the Distance Between Theory and Practice; 3.5 Chinese EFL Teachers' Professional Development; 3.6 Conclusion; References; Chapter 4: Complex Features of the Teachers' Professed Beliefs About EFL Teaching and Learning; 4.1 Introduction; 4.2 Heterogeneity of the Teachers' Professed Beliefs About EFL Teaching and Learning |
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4.2.1 Features of Teachers' Professed Beliefs About EFL4.2.2 Features of the Teachers' Professed Beliefs About EFL Teaching; 4.2.3 Features of the Teachers' Professed Beliefs About EFL Learning; 4.2.4 Features of the Teachers' Professed Beliefs About the Roles of the Students; 4.2.5 Features of the Teachers' Professed Beliefs About the Role of the Teacher; 4.3 Interactive Features of the Teachers' Professed Beliefs; 4.3.1 Positive Connections Between Different Areas of the Teachers' Professed Beliefs; 4.3.2 Different Degrees of Conviction in the Teachers' Professed Beliefs |
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4.3.3 Tensions in the Teachers' Professed Beliefs4.3.4 Influence from the Teachers' Prior Learning and Teaching Experiences; 4.4 Conclusion; 4.4.1 Heterogeneity of the Teachers' Beliefs; 4.4.2 Interactions Between Different Areas of the Teachers' Beliefs; References; Chapter 5: Interactive Dynamics Between Beliefs and Instructional Practice; 5.1 Introduction; 5.2 Major Types of the Teachers' Practices and the Teachers' Beliefs in Practice; 5.3 Analysis of the Interactions Between the Teachers' Beliefs and Practice |
| Summary |
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers' beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers' belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers' beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts |
| Bibliography |
Includes bibliographical references |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed October 8, 2015) |
| Subject |
Teachers -- China -- Attitudes
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English teachers -- China -- Attitudes
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English language -- Study and teaching -- China
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Teacher training.
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Language: reference & general.
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Curriculum planning & development.
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Language teaching & learning (other than ELT)
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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English language -- Study and teaching
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English teachers -- Attitudes
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Teachers -- Attitudes
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China
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| Form |
Electronic book
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| ISBN |
9783319230092 |
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3319230093 |
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