Understanding Chinese language teachers' beliefs about themselves and their students in an English context.

Autor/in	Yang, Juan
Titel	Understanding Chinese language teachers' beliefs about themselves and their students in an English context.
Quelle	In: System : an international journal of educational technology and applied linguistics, (2019) 80, S. 73-82Verfügbarkeit
Beigaben	Anhang; Tabellen 1
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0346-251X
Schlagwörter	Empirische Forschung; Einstellung (Psy); Lehrer; Fremdsprachenunterricht; Englischunterricht; Professionalisierung; China
Abstract	This study explores secondary Chinese language teachers' beliefs about themselves and their students in the UK. A qualitative approach with semistructured interviews is adopted to seek insights from nine secondary school teachers. The result shows that Chinese language teachers stress the importance of professional competency in terms of linguistic skills, content and pedagogical knowledge. Both native Chinese teachers and teachers of other language origin tend to have a student-centred teaching orientation. Nevertheless, cultural differences and challenges in adopting creative teaching approaches are noted by some novice teachers and teachers with Chinese educational experiences. In addition, teachers' beliefs about students' learning preferences and motivations indicate a deep understanding of their students' difficulties with and interests in learning Chinese characters. Implications for teacher professional development and teaching Chinese in cross-cultural settings are offered. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2