LEADER 06239nam 22007335 450 001 9910483832303321 005 20200920165723.0 010 $a3-319-23009-3 024 7 $a10.1007/978-3-319-23009-2 035 $a(CKB)3710000000486734 035 $a(EBL)4178518 035 $a(SSID)ssj0001585593 035 $a(PQKBManifestationID)16264006 035 $a(PQKBTitleCode)TC0001585593 035 $a(PQKBWorkID)14866236 035 $a(PQKB)10486116 035 $a(DE-He213)978-3-319-23009-2 035 $a(MiAaPQ)EBC4178518 035 $a(PPN)190526807 035 $a(EXLCZ)993710000000486734 100 $a20151005d2015 u| 0 101 0 $aeng 135 $aurcn|nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeacher Beliefs as a Complex System: English Language Teachers in China /$fby Hongying Zheng 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (xvii, 170 pages) $cillustrations 225 1 $aEnglish Language Education,$x2213-6967 ;$v4 300 $aDescription based upon print version of record. 311 $a3-319-23008-5 320 $aIncludes bibliographical references at the end of each chapters. 327 $aFigures and Tables -- Preface -- Acknowledgments -- 1. Introduction -- 1.1 Aims and rationale -- 1.2 Methodological design -- 1.3 The significance -- 1.4 Overview of the study -- 2. Approaching Teachers? beliefs from a perspective of complexity theory -- 2.1 Introduction -- 2.2 Definition of teacher beliefs -- 2.3 Introduction to language teacher beliefs -- 2.4 Complexity theory as a tool for understanding the relationship between beliefs, practice and contexts -- 2.5 Theoretical framework of the study -- 2.6 Analytical framework of the study -- 2.7 Conclusion -- 3. Chinese ELT context and EFL teachers -- 3.1 Introduction -- 3.2 Socio-economic contexts of Chinese educational reform -- 3.3 Chinese educational reform in the 21st century -- 3.4 Chinese EFL teachers? dilemmas -- 3.5 Chinese EFL teachers? professional development -- 3.6 Conclusion -- 4. Complex features of Chinese EFL teachers? beliefs about EFL teaching -- 4.1 Introduction -- 4.2 Heterogeneity of the teachers? professed beliefs about EFL teaching and learning -- 4.3 Interactive features of the teachers? professed beliefs -- 4.4 Conclusion -- 5. Interactive dynamics between EFL teachers? beliefs and practice -- 5.1 Introduction -- 5.2 Major types of the teachers? practices and the teachers? beliefs in practice -- 5.3 Analysis of the interactions between the teachers? beliefs and practice -- 5. 4 Dynamic features of the teachers? beliefs -- 5.5 Conclusion -- 6. Adaptive dynamics between EFL teachers? beliefs and contexts -- 6.1 Introduction -- 6.2 Openness of the teachers? belief systems -- 6.3 The mechanism of adaptation of the teachers? complex belief system -- 6.4 Self-organisation of the teachers? complex belief system -- 6.5 Conclusion -- 7. Complex features and co-adaptive mechanism of EFL teachers? belief systems -- 7.1 Introduction -- 7.2 Heterogeneous belief systems -- 7.3 Interactive dynamic belief systems -- 7.4 Open and co-adaptive belief systems -- 7.5 Making sense of the teachers? belief systems: dynamic stability and self-organisation -- 7.6 Conclusion -- 8. Conclusion -- 8.1 Introduction -- 8.2 Theoretical implications -- 8.3 Methodological implications -- 8.4 Pedagogical implications -- 8.5 Implications for further research. 330 $aThe volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers? beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers? belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers? beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts. 410 0$aEnglish Language Education,$x2213-6967 ;$v4 606 $aLanguage and education 606 $aTeaching 606 $aApplied linguistics 606 $aCurriculums (Courses of study) 606 $aEducation?Curricula 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000 606 $aCurriculum Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/O15000 615 0$aLanguage and education. 615 0$aTeaching. 615 0$aApplied linguistics. 615 0$aCurriculums (Courses of study). 615 0$aEducation?Curricula. 615 14$aLanguage Education. 615 24$aTeaching and Teacher Education. 615 24$aApplied Linguistics. 615 24$aCurriculum Studies. 676 $a420.7051 700 $aZheng$b Hongying$4aut$4http://id.loc.gov/vocabulary/relators/aut$01229761 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483832303321 996 $aTeacher Beliefs as a Complex System: English Language Teachers in China$92854604 997 $aUNINA