02665nam 2200445 450 991041829550332120230823003658.03-030-47170-510.1007/978-3-030-47170-5(CKB)5590000000002269(MiAaPQ)EBC6362065(DE-He213)978-3-030-47170-5(EXLCZ)99559000000000226920210301d2020 uy 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierTeaching reading and teacher beliefs a sociocultural perspective /Xinyu Mo1st ed. 2020.Cham, Switzerland :Springer,[2020]©20201 online resource (XIX, 189 p. 9 illus.) English Language Education,2213-6967 ;203-030-47169-1 Introduction -- ELT and EFL Teachers in Chinese Universities -- A Framework for Analyzing Teacher Beliefs -- Theoretical Beliefs -- Action Beliefs -- Context Beliefs -- Beliefs about Teachers' Roles -- Conclusion.This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live. "An inspiring journey into the complex world of EFL teachers’ beliefs." Michael K. Legutke, Justus Liebig University Giessen.English Language Education,2213-6967 ;20English languageStudy and teachingChinese speakersEnglish languageStudy and teachingChinese speakers.428.0071051Mo Xinyu934398MiAaPQMiAaPQMiAaPQBOOK9910418295503321Teaching reading and teacher beliefs2104144UNINA