On the Student-Orientation of Teachers'Beliefs from Cognitive Perspective

At present, teachers'belief is an exploring topic to the linguists, educationists, and psychologists. Teachers'beliefs not only influence the teaching's attitudes and methods but also the student's interests, abilities and motivation. This thesis attempts to analyze the form, the development, the significance of teacher's beliefs from cognitive perspective. It also analyzes the relation between teacher's beliefs and class and the relation between teacher's beliefs and students to improve the emphasis on teacher's beliefs.

College English Teachers’ Beliefs on Network-based Language Learning

The advantages and disadvantages for learning English in the Network-based environment attract most researchers’concern nowadays.This study profiles college English teachers’beliefs about the networkbased language learning.The main finding is that teachers’beliefs about network-based language learning are heterogeneous and thus reflect a wide range in terms of the evolution of approaches and technology use.

The Influence of Language Teachers' Career Trajectory on Beliefs about Using the L1 in the EFL Classroom: A Multiple Case Study

To uncover how different backgrounds influence teacher beliefs,a multiple case study was done to three pre-service and three in-service EFL teachers through semi-structured interviews.The results show that pre-service and in-service teachers hold a general belief that while English exposure is important,the use of Chinese as the L1 is complementary.Nonetheless,teachers’rationale reflects influence from prior learning experience,teacher education and classroom practice.The findings provide implications for career development of EFL teachers.

An Analysis of Teachers’Reflections on Schiro’s Classification of Curriculum Ideologies

This research was carried out to determine which ideology teachers are closer to,by evaluating teachers’opinions on curriculum in terms of the"scholar academic ideology,"social efficiency ideology","learner-centered ideology",and"social reconstruction ideology".It is a qualitative research.The sample of the research consists of 15 teachers working in primary,secondary,and high schools.The research data were obtained from nine open-ended questions supported by sub-questions added to each.It has been observed that the teachers define the purpose of education,the source of knowledge,the definition of learning,the purpose of teaching,the purpose of student assessment,the evaluation of the program,the understanding of formative and summative evaluation of curriculum according to the"social efficiency ideology"from Schiro’s ideological classification.Teachers have also defined the source of knowledge,the definition of learning,and the purpose of teaching and student assessment according to"scholar academic ideology".In the results of the research,it was seen that the opinions of the teachers were influenced,albeit slightly,by the"learner-centered ideology"in evaluating students and determining the needs of the program.In light of these results,it is evident that teachers’philosophical opinions need to be strengthened.

Chinese Teachers’Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

This paper presents a qualitative study of immigrant Chinese teachers’professional identity and beliefs about the teacher-student relationship in an intercultural context.Theoretically,this study takes its departure from a sociocultural perspective on understanding professional identity.The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences,perceptions,and beliefs.The results of this study suggest that teachers’beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated.Changes of context(e.g.,from China to Denmark)often lead to a transformation of their professional identity and beliefs.Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas.On one hand,teachers in this study generally experienced a transformation from being a moral role model,subject expert,authority and parental role to being a learning facilitator and culture worker.On the other hand,they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’professional identity.

A Critical Review of Yang & Gao(2013)

This article reviews and reflects on Yang & Gao's research on beliefs and practices of Chinese university teachers in EFL writing instruction.After a summary of the major arguments, the author offers a detailed and balanced critique on Yang&Gao's research. In the end, the author comes to a conclusion based on her critique and proposes several implications it has on L2 writing instruction.

“They Have It Better There”:Chinese Immigrant Teachers’Beliefs,Ideologies and Imaginaries in Cross-National Comparisons

This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock”and“adaptation”models of understanding and explaining immigrants’experiences,this paper makes use of the concepts of teacher beliefs,ideologies and imaginaries(Holliday,2010)in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia.An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a“utopia”(Australia)and“dystopia”(Finland)of Chinese language teaching,and reveals that multiple factors have influenced these immigrant teachers’perceptions and experiences.Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.

Chinese Upper Elementary School Mathematics Teachers’Attitudes towards the Place and Value of Problematic Word Problems in Mathematics Education

Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.

In-Service Teachers’Perceptions of Technology Integration in English as a Foreign Language Classrooms in China:A Multiple-Case Study

Purpose This study investigates university in-service English as a Foreign Language(EFL)teachers’perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom.Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model(TAM)and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’perceptions of effective technology integration and the challenges they encountered.Findings This study suggests that(1)perceived usefulness and(2)teacher value beliefs are two important factors that influence in-service teachers’technology integration.Additional factors are(3)subjective norm,(4)facilitating conditions of the environment,and(5)cultural values.Originality/Value This study contributes to the existing literature on in-service EFL teachers’technology integration and increases the applicability of the extended TAM in China.This study also provides insights into these teachers’perceptions and practices of technology integration.Finally,insights gleaned from this study will guide school-level,local,and national educational policy groups on optimally supporting in-service teachers’future technology integration.