Teaching reading and teacher beliefs : a sociocultural perspective /

Teaching reading and teacher beliefs : a sociocultural perspective /

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Bibliographic Details
Author / Creator:Mo, Xinyu, author.
Imprint:Cham, Switzerland : Springer, [2020]
Description:1 online resource (196 p.).
Language:English
Series:English Language Education ; volume 20
English language education (Springer (Firm)) ; v. 20.
Subject:
English language -- Study and teaching -- Chinese speakers.
English language -- Textbooks for foreign speakers -- Chinese.
English teachers -- China -- Psychology.
Reading teachers -- China -- Psychology.
English language.
English language -- Study and teaching -- Chinese speakers.
English teachers -- Psychology.
China.
Electronic books.
Textbooks -- for Chinese speakers.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12608169
Hidden Bibliographic Details
ISBN:3030471705
9783030471705
3030471691
9783030471699
Notes:Includes bibliographical references.
Description based on online resource; title from digital title page (viewed on November 30, 2020).
Summary: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.
Other form:Print version: Mo, Xinyu Teaching Reading and Teacher Beliefs : A Sociocultural Perspective Cham : Springer International Publishing AG,c2020 9783030471699
Standard no.:10.1007/978-3-030-47170-5
Table of Contents:
  • Intro
  • Foreword
  • Acknowledgments
  • Abbreviations
  • Contents
  • List of Boxes
  • List of Figures
  • List of Tables
  • Chapter 1: Introduction
  • 1.1 An Overview of Teacher Belief Research
  • 1.2 Studies on Language Teacher Beliefs and Practices
  • 1.3 Rationale and Aims of the Book
  • 1.4 The Methodological Approach
  • 1.5 Structure of the Book
  • References
  • Chapter 2: ELT and EFL Teachers in Chinese Universities
  • 2.1 Introduction
  • 2.2 The Study of Chinese EFL Teacher Beliefs
  • 2.3 ELT Reform in Chinese Universities
  • 2.4 EFL Reading Instruction in Chinese Universities
  • 2.5 Challenges for Chinese EFL Teachers
  • 2.5.1 An Examination-Oriented Education
  • 2.5.2 The Traditional Roles of the Teacher
  • 2.5.3 Unfavorable Working Conditions
  • 2.5.4 Barriers to Teachers' Professional Development (PD)
  • 2.6 Conclusion
  • References
  • Chapter 3: A Framework for Analyzing Teacher Beliefs
  • 3.1 Introduction
  • 3.2 A Sociocultural Perspective
  • 3.3 Defining Teacher Beliefs
  • 3.4 Theoretical Foundations
  • 3.4.1 The General System Theory
  • 3.4.2 The Nature of Context
  • 3.4.3 Theories of Action
  • 3.4.4 Patterns-of-Participation (PoP)
  • 3.4.5 Functions of Teacher Beliefs
  • 3.5 A Theoretical Model
  • 3.5.1 Theoretical Beliefs
  • 3.5.2 Action Beliefs
  • 3.5.3 Context Beliefs
  • 3.5.4 Beliefs About Teachers' Roles
  • 3.5.5 The Belief System
  • 3.6 The Underlying Assumptions of the Theoretical Model
  • 3.7 Conclusion
  • References
  • Chapter 4: Theoretical Beliefs
  • 4.1 Introduction
  • 4.2 Reading for Expanding Vocabulary Knowledge
  • 4.3 Reading for Gaining Structural Knowledge
  • 4.4 Reading for Building Background Knowledge
  • 4.5 Reading for Promoting Students' Comprehension
  • 4.6 Reading for Enhancing Students' Social-Emotional Learning (SEL)
  • 4.7 Conclusion
  • References
  • Chapter 5: Action Beliefs
  • 5.1 Introduction
  • 5.2 Teaching Background Knowledge for Comprehension
  • 5.3 Building Main-Idea Comprehension
  • 5.4 Promoting Comprehension by Focusing on Key Details
  • 5.5 Building Rapport with Students
  • 5.6 Developing Language Skills for English Exams
  • 5.7 (In)consistencies Between Theoretical Beliefs and Action Beliefs
  • 5.8 Conclusion
  • References
  • Chapter 6: Context Beliefs
  • 6.1 Introduction
  • 6.2 Concerns on Teachers' Workload
  • 6.2.1 Instructional Work
  • 6.2.2 Non-Instructional Work
  • 6.3 Concerns on Instructional Freedom
  • 6.3.1 Student Characteristics
  • 6.3.2 Assessment Practices on Student Learning
  • 6.3.3 High-Stakes Tests
  • 6.4 Concerns on Teacher Evaluation
  • 6.4.1 The Annual Assessment
  • 6.4.2 Academic Promotion
  • 6.5 Teachers' Sense of Vulnerability
  • 6.6 Conclusion
  • References
  • Chapter 7: Beliefs About Teachers' Roles
  • 7.1 Introduction
  • 7.2 The Sense of Responsibility
  • 7.3 Love for Students
  • 7.4 Job Satisfaction
  • 7.5 The Adaptive Function
  • 7.6 Conclusion
  • References

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