Literaturnachweis - Detailanzeige
Autor/inn/en | Guo, Jiaqi; Liu, Yongcan |
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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 |
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 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). |
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 | 2024/1/01 |