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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.
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.
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