Teaching Reading and Teacher Beliefs: A Sociocultural Perspective 9783030471699

Table of contents :
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
Chapter 8: Conclusion
8.1 Introduction
8.2 A Summary of Participants’ Beliefs and Practices
8.2.1 Angel’s Beliefs and Practices
8.2.2 Linda’s Beliefs and Practices
8.2.3 Edith’s Beliefs and Practices
8.2.4 Lynch’s Beliefs and Practices
8.2.5 Leon’s Beliefs and Practices
8.2.6 Lychee’s Beliefs and Practices
8.3 A Shared Belief System
8.3.1 Being Sensitive to Situational Demands
8.3.2 Having an Affective and Evaluative Component
8.3.3 Having an Adaptive Function
8.3.4 Being Interwoven with Teacher Knowledge
8.3.5 Having a Hierarchical Structure
8.3.6 Having Dynamic Interactions Within and Across Groups of Beliefs
8.3.7 Being Related to Teacher Identity
8.4 Methodological Implications
8.4.1 Considering the Spatial and Temporal Dimensions of Teacher Beliefs
8.4.2 Studying the Initial Conditions of Participant Teachers
8.4.3 Unveiling the Complex Relationships of the Belief System
8.4.4 Recognizing the Affective and Evaluative Nature of Teacher Beliefs
8.5 Practical Implications
8.5.1 Critical Incident Analysis
8.5.2 Administrative Documents Analysis
8.5.3 Academic Reading
8.5.4 Self-Observation
8.6 The Limitations of the Study
References
Appendices
Appendix 1 Informed Consent Sheet from Students
Appendix 2 Informed Consent Sheet from the Participants
Appendix 3 Informed Consent Sheet from the Department Dean
Appendix 4 The Biographic Interview Questions
Appendix 5 The Semi-structured Interview Questions
General Questions:
Appendix 6 Concept Maps of Participants
Appendix 7 A Rating Task
Appendix 8 A List of Edith’s Observed Practices
Appendix 9 Sample Interview Transcript

Polecaj historie

Teaching Reading and Teacher Beliefs: A Sociocultural Perspective [1st ed.] 9783030471699, 9783030471705

This bookexplores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of

483 16 2MB Read more

Teacher Education in Computer-Assisted Language Learning: A Sociocultural and Linguistic Perspective 9781474292757, 9781474292788, 9781474292771

Even though many pre-service and in-service teacher programs now address information and computer technology, computer-

257 62 1MB Read more

Language Learning and Teacher Education: A Sociocultural Approach 9781853597657

This book explores sociocultural theories as they relate to language and literacy teaching and learning, and to professi

183 57 792KB Read more

Language Teacher Cognition: A Sociocultural Perspective [1st ed. 2020] 978-1-137-51133-1, 978-1-137-51134-8

This book explores the topic of teacher cognition, making use of sociocultural theory as a framework to understand what

461 27 5MB Read more

Online Teaching and Learning: Sociocultural Perspectives 9781472542007, 9781441159458

Online Teaching and Learning shows how learning through the internet depends on complex human interactions for success.

223 40 4MB Read more

Teaching and Developing Reading Skills

1,049 144 7MB Read more

A handbook for teaching beginning reading

694 64 3MB Read more

Self of the Therapist in Medical Settings: A Sociocultural and Systemic Perspective [1st ed.] 9783030392703, 9783030392710

This brief explores how the “person” of the therapist is developed when training and working in medical settings. It hig

412 49 1MB Read more

L2 Learning, Teaching and Assessment: A Comprehensible Input Perspective 9781783096343

This book explores second language (L2) learning, teaching, and assessment from a comprehensible input (CI) perspective.

181 46 2MB Read more

English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience [1st ed.] 978-981-13-9760-8;978-981-13-9761-5

This book examines a range of complex issues concerning the professional experience (i.e., practicum) in English languag

1,006 64 2MB Read more