This book reports on a case study of four teachers' beliefs and
practices in the course of implementing a new English curriculum in
China. The data were collected from in-depth interviews and
classroom observations during two site visits over an academic
year. The findings indicate that teachers have views and ideas
about English as a language, and about learning and teaching the
language in relation to the new curriculum. Teachers make
moment-to-moment decisions in the classroom drawing on these views
and ideas in response to the school and social contexts. The
teacher, the institution and the culture of learning are mutually
informing and constitutive. This relationship becomes only more
crucial in a context of new curriculum implementation, where
teacher change in both beliefs and practices is essential. An
enhanced understanding of this relationship calls for concerted
efforts at the three levels (individual,institutional and social)
in every endeavor to implement a new curriculum.
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