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Teaching reading and teacher beliefs...

Mo, Xinyu.

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Teaching reading and teacher beliefs = a sociocultural perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching reading and teacher beliefs/ by Xinyu Mo.
Reminder of title:	a sociocultural perspective /
Author:	Mo, Xinyu.
Published:	Cham :Springer International Publishing : : 2020.,
Description:	xix, 189 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer Nature eBook
Subject:	English language - Study and teaching -
Online resource:	https://doi.org/10.1007/978-3-030-47170-5
ISBN:	9783030471705

Teaching reading and teacher beliefs = a sociocultural perspective /
Mo, Xinyu.

Teaching reading and teacher beliefsa sociocultural perspective /[electronic resource] :by Xinyu Mo. - Cham :Springer International Publishing :2020. - xix, 189 p. :ill., digital ;24 cm. - English language education,v.202213-6967 ;. - English language education ;v.20..

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.

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.

ISBN: 9783030471705

Standard No.: 10.1007/978-3-030-47170-5doiSubjects--Topical Terms:

603905
English language
--Study and teaching

LC Class. No.: PE1130.C4 / M63 2020

Dewey Class. No.: 428.24951

Teaching reading and teacher beliefs = a sociocultural perspective /
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505 0 $a 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.
520 $a 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.
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