Constraints Preventing Chinese EFL Teachers from Putting Their Stated Beliefs into Teaching Practice

Autor/inn/en	Shi, Leimin; Delahunty, Janine; Gao, Xiaoping
Titel	Constraints Preventing Chinese EFL Teachers from Putting Their Stated Beliefs into Teaching Practice
Quelle	In: Professional Development in Education, 45 (2019) 5, S.774-789 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shi, Leimin) ORCID (Delahunty, Janine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1511455
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Foreign Countries; Communicative Competence (Languages); Writing Instruction; Teaching Methods; Literary Genres; Self Esteem; Linguistics; National Curriculum; Educational Objectives; Teacher Workshops; Faculty Development; Teacher Attitudes; Pedagogical Content Knowledge; Prior Learning; Barriers; Instructional Effectiveness; Case Studies; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Literarische Form; Self-esteem; Selbstaufmerksamkeit; Linguistik; Educational objective; Bildungsziel; Erziehungsziel; Lehrerverhalten; Pädagogische Kompetenz; Vorkenntnisse; Unterrichtserfolg; Case study; Fallstudie; Case Study
Abstract	In China, developing students' overall communicative competence was set as the central goal of the current college English curriculum requirements since 2004. However, this goal has remained largely unfulfilled, particularly with regard to writing competence. This study proposes that the genre-based pedagogy in systemic functional linguistics may be the key to achieve this national curriculum goal. After teachers were trained in this pedagogy, through designed workshops for teacher development, this research examined possible changes in teachers' stated beliefs about effective writing pedagogy and actual teaching practices. The findings from classroom observations and teachers' self-reports suggest that even though all teacher participants valued the genre-based pedagogy, a very weak connection was made to their actual teaching practice. This study aimed to understand possible constraints leading to this inconsistency. Teachers' prior instructional knowledge, general attitudes to educational changes, self-confidence, and contextual factors such as class size, knowledge of students and assessment, were the main contributors to inconsistency. To overcome barriers and maximize the effectiveness of the genre-based pedagogy in achieving the national curriculum goal, several implications are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01