Teaching Reading And Teacher Beliefs

Author : Xinyu Mo
Publisher : Springer Nature
Page : 189 pages
File Size : 46,5 Mb
Release : 2020-09-30
Category : Education
ISBN : 9783030471705

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Teaching Reading and Teacher Beliefs by Xinyu Mo Pdf

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.

Author : Yang Gao
Publisher : Unknown
Page : 178 pages
File Size : 53,6 Mb
Release : 2021-12-06
Category : English language
ISBN : 9004506543

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EFL Teachers' Beliefs about Reading and Reading Teaching Versus Actual Practices by Yang Gao Pdf

"Language teachers are concerned with the relationship between what they know or believe and what they practice. In this book, Yang Gao thus addresses this gap. Using the complex dynamic system theory, he reports the characteristics of the Chinese EFL teachers' belief system and highlights the complexity of the system, the non-linearity, and unpredictability of the subsystems. He further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers. One of the key contributions through the book is the conceptualized model in studying EFL teachers' beliefs and practices"--

Author : Helenrose Fives,Michele Gregoire Gill
Publisher : Routledge
Page : 502 pages
File Size : 55,6 Mb
Release : 2014-08-21
Category : Education
ISBN : 9781136265839

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International Handbook of Research on Teachers’ Beliefs by Helenrose Fives,Michele Gregoire Gill Pdf

Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.

Author : Monica Bravo Granström
Publisher : Unknown
Page : 0 pages
File Size : 55,6 Mb
Release : 2019
Category : Classrooms
ISBN : 3832548424

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Teachers' Beliefs and Strategies when Teaching Reading in Multilingual Settings by Monica Bravo Granström Pdf

Globalization has not only changed our society, it has also had a profound effect on education. Many schools deal with student populations that due to migration have become increasingly multilingual. Politically, few would argue against the importance of multilingualism; rather, it is promoted to the fullest. However, in practical terms the challenges associated with teaching and educational policies have increased manifold as a result of the linguistic diversity among student bodies. Reading is certainly regarded as a key learning skill, however, the question arises as to how the students' life-world multilingualism is taken into consideration. Furthermore, being considered part of teachers' professional competence, teachers' mental processes and perceptions (beliefs) have been the focus in several different academic fields. Previous research suggests that there are significant links between teachers' beliefs and practices. This thesis explores the aforementioned aspects in greater detail, with the overall aim to gain a deeper understanding of teachers' beliefs and strategies when teaching reading in multilingual settings. Using a cross-disciplinary, qualitative research approach, the empirical inquiry is based on case studies within different, linguistically diverse settings. The case studies include classroom observations as well as teacher interviews in German, Swedish and Chilean grade 4 classrooms.

Author : Gao Yang
Publisher : Critical New Literacies: The P
Page : 178 pages
File Size : 48,7 Mb
Release : 2021-12-02
Category : Education
ISBN : 9004506535

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EFL Teachers' Beliefs about Reading and Reading Teaching Versus Actual Practices by Gao Yang Pdf

Using the complex dynamic system theory, Yang Gao reports the characteristics of the Chinese EFL teachers' belief system and further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers.

Author : Ruth Garner,Patricia A. Alexander
Publisher : Routledge
Page : 348 pages
File Size : 46,9 Mb
Release : 2019-06-06
Category : Language Arts & Disciplines
ISBN : 9781136690068

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Beliefs About Text and Instruction With Text by Ruth Garner,Patricia A. Alexander Pdf

Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections: * childrens' and adults' beliefs about text. * beliefs about what should be taught and how particular content should be taught and assessed in classrooms. * commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems. The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.

Author : Jan Nespor
Publisher : Unknown
Page : 208 pages
File Size : 42,9 Mb
Release : 1984
Category : Teachers
ISBN : OSU:32435006572929

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The Teacher Beliefs Study by Jan Nespor Pdf

Author : Hongying Zheng
Publisher : Springer
Page : 170 pages
File Size : 48,6 Mb
Release : 2015-10-05
Category : Education
ISBN : 9783319230092

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Teacher Beliefs as a Complex System: English Language Teachers in China by Hongying Zheng Pdf

The 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.

Author : Zaretta Hammond
Publisher : Corwin Press
Page : 311 pages
File Size : 50,7 Mb
Release : 2014-11-13
Category : Education
ISBN : 9781483308029

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Culturally Responsive Teaching and The Brain by Zaretta Hammond Pdf

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection

Author : Robert Evans,Julie Luft,Charlene Czerniak,Celestine Pea
Publisher : Springer
Page : 230 pages
File Size : 42,5 Mb
Release : 2014-09-11
Category : Education
ISBN : 9789462095571

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The Role of Science Teachers’ Beliefs in International Classrooms by Robert Evans,Julie Luft,Charlene Czerniak,Celestine Pea Pdf

This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process.

Author : Simon Borg
Publisher : Bloomsbury Publishing
Page : 377 pages
File Size : 44,6 Mb
Release : 2015-03-12
Category : Language Arts & Disciplines
ISBN : 9781472526953

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Teacher Cognition and Language Education by Simon Borg Pdf

The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.

Author : James Raths,Amy C. McAninch
Publisher : IAP
Page : 214 pages
File Size : 52,8 Mb
Release : 2003-12-01
Category : Education
ISBN : 9781607529651

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Teacher Beliefs and Classroom Performance by James Raths,Amy C. McAninch Pdf

This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term “knowledge.” Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.

Author : Patrick M. Jenlink
Publisher : Rowman & Littlefield
Page : 225 pages
File Size : 54,9 Mb
Release : 2021-08-14
Category : Education
ISBN : 9781475860191

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Learning to Teach by Patrick M. Jenlink Pdf

Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation introduces the reader to a collection of thoughtful research-based works by the authors. The chapters reflect the personal and professional experiences, based on field-research, of the contributing authors. The research study presented in each chapter offers different perspectives and approaches to ‘learning to teach’. Bridging theory and research in pre-service teacher preparation programs are examined. Each study reflects the findings on how the components and experiences of teacher preparation are addressed in diverse contexts and disciplines as well as the prevalent challenges for pre-service teacher preparation. Chapter One opens the book with a focus on learning to teach and the importance of symmetry in preparation and practice. Chapters Two – Ten present field-based research that examines the important complexities of ‘learning to teach’ in pre-service teacher preparation, acknowledging that across different disciplines the ‘learning to teach’ experiences vary based on the role and responsibilities that teachers have upon entering the classroom to teach.

Author : XiaoDong Zhang
Publisher : Peter Lang Group Ag, International Academic Publishers
Page : 0 pages
File Size : 44,8 Mb
Release : 2017-09
Category : Education
ISBN : 3034330537

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Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom by XiaoDong Zhang Pdf

Textbooks have long been considered a pivotal learning and teaching resource in classrooms. However, there is a paucity of research on how teachers use textbooks in relation to their beliefs, with analytic methods in such studies mainly restrained to content-based thematic analysis. To this end, from the perspectives of Halliday's (1994) systemic functional linguistics (SFL) and Vygostky's (1978) socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students' English learning in his classroom. Drawing on constructs of the SFL-based appraisal and speech function as well as interview excerpts, the study reveals that in the textbook-based classroom the Chinese college English teacher acts upon his beliefs that are constructed by diverse contextual factors. Implications of this study include using SFL and SCT to explore educators' beliefs and practices and also providing effective teacher education for Chinese college English instructors to reshape their beliefs so that they are better prepared to use textbooks in classrooms.

Author : Mark Priestley,Gert Biesta,Sarah Robinson
Publisher : Bloomsbury Publishing
Page : 192 pages
File Size : 48,6 Mb
Release : 2015-10-22
Category : Education
ISBN : 9781472525871

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Teacher Agency by Mark Priestley,Gert Biesta,Sarah Robinson Pdf

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.