A Study on Teachers'and Students'Beliefs about English Teaching

Teacher and learner beliefs have been found to play an important role in EFL teaching and learning.The present em pirical study explores a group of college teachers'and students'beliefs about English teaching by using questionnaire.The statisti cal result shows that teachers and students have divergent views about many issues in English teaching.

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.

Brief Probe into College English Teachers' Phonetic Teaching Beliefs and Behavior

Pronunciation is the basic of learning a language and an important breakthrough point to promote the whole level of language.As a result,pronunciation attracted more and more attention in English teaching.However,it is still a weakness in English teaching because of the multifarious and complicated factors.A large numbers of research papers indicate that teacher is the leader and organizer of teaching activities,he or she dominants the whole process of pronunciation teaching.For example,they make decisions,design and reform the content of teaching in the classroom.What's more,teacher's beliefs can influence their teaching behaviors more than their professional knowledge,namely,teacher's phonetic teaching beliefs influence their phonetic teaching behaviors deeply.This study aims at finding out about teachers'beliefs of phonetic teaching and casting some light on the relationship between teachers' phonetic teaching beliefs and behaviors,and the causes for their inconsistency if any.

Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

Reconstructing Prior Beliefs through Teacher Education Programs——Review of Research into Changes in Language Teacher Beliefs

This review of research into changes in language teacher beliefs reveals that carefully designed language teacher education courses are effective in reconstructing teachers'prior beliefs. When teaching practices are added to the teacher education programs, when adjustments are made to the structure of teacher education courses, and when research practices are incorporated in teacher education programs, significant changes are seen in teachers'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.

试论外语教育学的价值及学科建设

外语教育学被列入2024年发布的《研究生教育学科专业简介及其学位基本要求(试行版)》,本文将阐述将外语教育学确立为学科的必要性、学科建设的定位和使命、学科发展对外语教师成长和外语人才培养的重要意义,以此坚定学科信念,引导研究方法,助力教学改革。寄望该学科能够为提高我国外语教育质量赋能,为提升外语专业人才的核心竞争力、促进教师的专业发展搭桥造势。

体育教师信念的国际研究现状与趋势——基于CiteSpace的文献计量分析

高质量教师是高质量教育发展的中坚力量。教师信念作为教师专业素养构成的关键要素,对促进教师专业发展、提升教师质量具有重要作用与影响。为借鉴国际体育教师信念研究的成果与经验,促进国内对体育教师信念的研究,研究利用CiteSpace软件,对Web of Science核心合集数据库中1960—2022年的英文文献进行可视化研究。发现:体育教师信念研究高潮出现于2021年,载文数量最多的期刊是Journal of Teaching in Physical Education;研究中心度最高的国家是美国,核心圈层的代表学者是Richards KAR、Kulinna PH和Curtner-smith MD等人;研究热点趋势集中于体力活动促进、职业社会化、批判性教学法、职前体育教师、专业发展等方面。启示:国内未来研究应重点关注体育教师信念对课程改革的影响以及促进职前、职后阶段体育教师信念的发展。

实践导向主题(POT)如何调和语言教师信念、实践和身份的统一性?一项叙事研究

根据维果茨基的观点,praxis代表着理论与实践的统一。这一社会文化理论的概念为语言教师教育提供了重要的研究启示,但目前只有少数学者探讨了其含义(Johnson et al., 2020, 2022)。为了填补这一空白,我们旨在探索实践导向主题(praxis-oriented themes)如何影响TESOL和语言学项目中的导师-学员二人组的专业信念与实践的发展。此外,我们还研究了师生信念和实践的发展如何反过来影响师生关系,并进一步促进师生二人组的身份发展。本文选取叙事研究法,收集两对师生的相关语言学习和教学经历以及伴随这些经历产生的情感变化的叙事片段。研究发现:师生关系的变化主要分为三个阶段:提升知识、传承导师、建立自我。在这三个不同阶段,受访者的身份认同从学生变为新手科研者,再转变为中国文化的传承学者。本研究阐明praxis理论框架可以促进教师培训项目的发展,为语言教师和教师教育者提供了一定的见解。

新课程改革背景下中式课例研究的反思、进展与展望

中式课例研究作为促进教师专业发展的重要形式,为教师理解和落实课程改革理念提供了支持。总结以往中式课例研究,发现有三个主要特点:研究内容主要聚焦于教材与教法,缺少对学生学习过程的关注;研究主体具有同质性,即参与人员通常来自同一学科和学段;研究成果展示方式单一,即以公开课为主要形式。目前,新课程改革背景下的中式课例研究,呈现出在落实改革目标的同时不断加入理论指导、关注教师对课程改革的情感变化、积极寻求课例研究成果的多样化展示方式等新特点。中式课例研究是在继承本土课堂教学文化传统、不断改变专业共同体结构关系、更新教师课程改革理念、转变教师教学行为的过程中,逐渐完善的一种教学研究方式。未来中式课例研究者要在主动探索中式课例研究经验的概念化和理论化表达、关注教师情感变化的同时,还要尝试组建异质专业共同体以及探索多样化呈现课例研究成果的途径。

“优生”即“优师”?--高水平综合性大学毕业生任教中小学的匹配与挑战

高水平综合性大学毕业生入职中小学面临“大材小用”“难胜其任”等争议,该群体任职中小学的优势、劣势以及中小学对他们的实际需求与期望尚乏实证分析。本研究基于个体—组织匹配的理论视角,着眼于从教个体与任教单位的匹配现状,分析“‘优生’成‘优师’”这一愿景所具备的有利条件与所面临的转型挑战。研究发现,中小学对高水平综合性大学毕业生的吸引与选择,显著依托于双方“互补匹配”的达成,而教学技能、教师职业信念等“一致匹配”要素的不足导致了“优生”适应教师角色的多重危机。让“优生”新教师在与中小学实现一致性匹配的基础上满足互补性需求,才是为中小学师资队伍增辉添彩、使教师职业发展永葆活力的关键所在。

新时代高校教师思想政治素质内涵及提升路径

新时代,中国式现代化背景下,构建世界一流大学、一流学科的重大战略需求下,习近平总书记为我国高校教师提出了高标准的要求。其中,“四有”即有理想信念、有道德情操、有扎实学识和有仁爱之心,思想政治素质已成为高校教师专业化发展的首要素质。习近平总书记提出的高校教师思想政治素质具有与时俱进的特性,中国特色社会主义新时代赋予其新的要求,其价值在不断发展的进程中进一步充分彰显,蕴涵的精髓在对高校教师思想政治素质要求中凸显了精神支柱、根本基础、重要保障和动力源泉的效能,成为指导高校教师的科学理论纲领。

身份定位视角下教师教育者专业实践的质性研究

教师教育者专业实践是指教师教育者在实践中的专业行为选择和实际行动的具体体现。为探讨不同身份定位下教师教育者专业实践的核心要素与具体样态,本研究以“教师个人解释框架”与定位理论为基础,对我国不同地区12位经验丰富的教师教育者进行访谈和跨案例解释性分析,通过深描的方式揭示教师教育者的3种身份定位--“育人型”“反思型”“学科型”。每种定位的教师教育者都表现出自身对教师教育的价值追求与专业实践特征,即在自我定位、对学生的认知、师生关系与教学信念等要素上的不同特点。育人型教师教育者将自我定位为教育家,把学生视为完整的人,注重构建回应性的师生关系,强调教育的宽泛性。反思型教师教育者将自我定位为反思性实践者,把学生视为教育实践中“具有反思立场的准教师”,注重构建交互性的师生关系,强调教育的反思性。学科型教师教育者将自我定位为学科教师,把学生视为需要学习掌握学科知识与教学技能的准教师,注重构建指令性的师生关系,强调教育的技术性。揭示这3种定位及实践形态,将有助于教师教育者认清教师教育的概念化与差异化,帮助教师教育者批判性地审视和改进教学实践。

“素质教育”过头了吗:新入职教师视角下的学校教育现实

围绕20多年来我国基础教育领域进行的课程教育改革,学界的反思和争论一直持续,涉及学生中心与教师中心、师生关系与教育权威、教育理念与实践等诸多议题。对不同类型师范院校的毕业生,在其入职公立学校前后的两年内进行追踪和深度访谈,得出教师关于学校教育的认知,比较他们在入职前后的学生教育观。入职前,尚为学生的准教师们认为成绩不是教育的目的,希望培养独立有主见、快乐成长、自由发展的学生;入职后教师们喜欢“乖学生”,认为快乐成长有底线、“教师不是万能的”、成绩还是很重要的;教师面对理想与现实之间的落差时往往基于学校实践,重构自身教育观念,“新课改”的诸多理念事实上并未在学校实践中真正落地。

Macao Secondary School EFL Teachers' Perspectives on Written Corrective Feedback: Rationales and Constraints

Corrective feedback on writing(WCF)has been one of the most controversial topics in ESL/EFL teaching.In the past decades,much has been disputed regarding the effectiveness and preferences of the quantity,focus,directness and source of WCF.With so much uncertainty,the researcher set out to investigate how research-informed secondary school teachers in Macao reported their beliefs,rationales,practices and constraints of administering corrective feedback for EFL writing in Macao secondary schools.Twelve secondary school teachers were recruited at a TESOL conference to conduct focus-group discussions.Similar to previous findings,results suggest teachers had clear rationales as to their ways of practising WCF.However,many expressed difficulties in acting according to rationales and beliefs.Despite their experience and knowledge,practical constraints such as school policies and teacher workload made it unlikely for them to follow their thoughts with feedback on writing.This study identified six sources of constraints that could prohibit practices and potentially reshape ones’beliefs,which sheds light on future directions of WCF research.