A Study of Secondary School English Teachers' Beliefs in the Context of Curriculum Reform in China

Autor/inn/en	Zhang, Fengjuan; Liu, Yongbing
Titel	A Study of Secondary School English Teachers' Beliefs in the Context of Curriculum Reform in China
Quelle	In: Language Teaching Research, 18 (2014) 2, S.187-204 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813505940
Schlagwörter	Secondary School Teachers; Language Teachers; Teacher Attitudes; Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Teaching Methods; Learning Strategies; Junior High Schools; Questionnaires; Interviews; Context Effect; Educational Change; Constructivism (Learning); Grammar; Rote Learning; Memorization; Cultural Context; High Stakes Tests; Educational Environment; Curriculum; Mixed Methods Research; China + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarstufe I; Fragebogen; Interviewing; Interviewtechnik; Bildungsreform; Grammatik; Mechanisches Lernen; Gedächtnistraining; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Curricula; Lehrplan; Rahmenplan
Abstract	This study examines the beliefs of Chinese junior high school English teachers about foreign language teaching and influencing contextual factors in a time when curriculum innovation is confronting deep-rooted cultural traditions and complex teaching realities. Drawing upon data collected by means of questionnaires and interviews, this study reveals a multi-dimensional structure of teachers' beliefs. On the whole, teachers' beliefs are congruent with the constructivism-oriented curriculum reform, but a closer examination suggests that both traditional and constructivist beliefs exist. Constructivist beliefs favour student participation, interactive class, and learning strategy training while traditional beliefs involve focus on grammar and language form, drill and practice, rote memorization, and teacher authority. A variety of contextual factors are found to exert a strong influence on teachers' beliefs, such as Confucian culture, curriculum reform, high-stakes testing, and school environment. These factors interact to facilitate or constrain the development of teachers' beliefs. The study highlights the situated nature of teachers' beliefs with implications for curriculum reform, teacher development and many other important issues in secondary foreign language education in China and other similar contexts internationally. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10