Teaching Reading and Teacher Beliefs

A Sociocultural Perspective
1. Auflage 2020
ISBN: 978-3-030-47172-9
Verlag: Springer International Publishing

Buch, Englisch, Band 20, 189 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 330 g

Reihe: English Language Education

This bookexplores 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.

Zielgruppe

Research

Autoren/Hrsg.

Mo, Xinyu

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Introduction.- ELT and EFL Teachers in Chinese Universities.- A Framework for Analyzing Teacher Beliefs.- Theoretical Beliefs.- Action Beliefs.- Context Beliefs.- Beliefs about Teachers' Roles.- Conclusion.

Über Autor(innen)

Dr. Xinyu Mo joined the Guangxi University of Science and Technology in 2019. He completed his PhD and Maters degrees at the Education University of Hong Kong and Guangxi Normal University respectively. His recent research includes studies of EFL teacher beliefs in the context of Chinese universities. As an EFL teacher working in mainland China for more than ten years, he took a keen interest on language teacher cognition research such as teacher beliefs, practical knowledge, identity and teacher professional development.