Navigating the Complex Landscape of Cross-Epistemic Climates: Migrant Chinese Language Teachers' Belief Changes about Knowledge and Learning

Autor/inn/en	Guo, Jiaqi; Liu, Yongcan
Titel	Navigating the Complex Landscape of Cross-Epistemic Climates: Migrant Chinese Language Teachers' Belief Changes about Knowledge and Learning
Quelle	In: Teacher Development, 24 (2020) 4, S.483-501 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Jiaqi) ORCID (Liu, Yongcan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2020.1794951
Schlagwörter	Foreign Countries; Language Teachers; Native Language; Chinese; Teacher Attitudes; Beliefs; Child Rearing; Communities of Practice; Social Influences; Political Issues; Classroom Environment; Instruction; Cultural Influences; Cultural Differences; Attitude Change; College Faculty; Foreign Workers; Learning Strategies; Teaching Methods; Teacher Role; Ideology; United Kingdom; China + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; China; Chinesen; Lehrerverhalten; Belief; Glaube; Kindererziehung; Community; Sozialer Einfluss; Politischer Faktor; Klassenklima; Unterrichtsklima; Teaching process; Unterrichtsprozess; Cultural influence; Kultureinfluss; Kultureller Unterschied; Attitudinal change; Einstellungsänderung; Fakultät; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Ideologie; Großbritannien
Abstract	This study investigated the impact that the experience of living and teaching in the United Kingdom (UK) had on the belief development of three native Chinese language teachers. The study used a multifaceted approach to analyse the teachers as social beings and their belief development beyond the confines of the classroom. The analysis is based on data derived from an innovative methodological tool, a metaphorical drawing task, combined with narrative inquiry and interviews to elicit implicit beliefs. The findings show that the teachers' various social roles as parents, members of clubs, participants in professional communities and observers of the broader social-political system in the UK, as well as the classroom environment, all contributed to changes in their beliefs about the nature of knowledge and learning. Implications for classroom practice and teacher development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01