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EFL Teachers Beliefs about Reading and Reading Teaching versus Actual Practices: A Complex Dynamical System Perspective [Mīkstie vāki]

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EFL Teachers Beliefs about Reading and Reading Teaching versus Actual Practices: A Complex Dynamical System PerspectivePalielināt
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Permanent link: https://www.kriso.lv/db/9789004506527.html
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.
Foreword ix
Xiaofei Lu
Acknowledgments x
List of Figures and Tables
xi
1 Introduction
1(13)
1 How the Book Came Out
1(3)
2 Purpose and Research Questions
4(1)
3 Rationale and Stages of the Exploratory Sequential Mixed-Methods Design
5(2)
4 Biographical Information of the Participants in the Book
7(1)
5 Structure of the Book
8(6)
2 Revisiting the Messy Construct: A Synopsis Review of Teacher Beliefs
14(17)
1 From Teacher Psychology, Cognition to Beliefs
14(2)
2 Defining Teacher Beliefs
16(1)
3 Nature and Features of Teacher Beliefs
17(2)
4 Content of Teacher Beliefs
19(2)
5 Research on Teacher Beliefs
21(2)
6 Evaluation of Teacher Beliefs
23(1)
7 Beliefs about Languages, Reading, and efl Teachers: An Even More Complex Picture
24(2)
8 Conclusion
26(5)
3 Paradigm Shifts in Teachers' Beliefs and Practices
31(27)
1 Introduction
31(1)
2 Research Paradigms and Language Teacher Belief-Practice Research
32(11)
3 The Influx of Paradigms in the New Era
43(5)
4 Theoretical Paradigm Selected for the Present Study
48(1)
5 Conclusion
49(9)
4 Complex Dynamic Systems Theory as a Theoretical Framework to Study Beliefs and Practice of efl Reading Teachers
58(14)
1 Introduction
58(1)
2 Introducing Complex Dynamic Systems Theory
58(1)
3 Complex Dynamic Systems Theory and the Pragmatism Paradigm
59(1)
4 Complex Dynamic Systems Theory in Educational Settings
60(1)
5 Complex Dynamic Systems Theory in Language Education
61(1)
6 Complex Dynamic Systems Theory in efl Reading Studies
62(1)
7 Steps in Conducting the Study with a cdst Lens
63(4)
8 Conceptual Frameworks
67(5)
5 Characteristics of Chinese Teachers' Belief Systems
72(21)
1 An Overview of the
Chapter
72(1)
2 Characteristics of Chinese efl Teachers' Beliefs about English Reading and Teaching Reading
72(13)
3 Conceptualization of the Dynamics and Agents in the Belief System
85(3)
4 Conclusion
88(5)
6 Exploring Interaction between Reading Beliefs and Reading Teaching Beliefs in Dominant Orientations
93(14)
1 Introduction
93(1)
2 Analyses of Reading Beliefs vs. Teaching Beliefs in the Dominant Orientations
93(6)
3 Possible Explanations for the Interaction
99(2)
4 Conceptualization of the Interaction between the Two Stated Belief Systems
101(2)
5 Conclusion
103(4)
7 The Nexus of Chinese EFL Teachers' Beliefs and Practices
107(32)
1 Introduction
107(1)
2 Purposive Participants
108(1)
3 Within Case Findings
109(20)
4 Cross-Case Analysis
129(6)
5 Conceptualization of the Coadaptive and Self-organizing Subsystems
135(1)
6 Conclusion
136(3)
8 Conclusion: A CDST Model to Study Language Teacher Beliefs and Practices
139(22)
1 Overview of the
Chapter
139(1)
2 Characteristics of Chinese EFL Teachers' Stated Beliefs about English Reading and Teaching Reading
140(1)
3 Teachers' Stated Beliefs about English Reading and Teaching Reading
141(2)
4 Teachers' Stated Beliefs and Actual Practices
143(2)
5 Theoretical Implication: A CDST Model on EFL Teacher Beliefs and Practice
145(8)
6 Practical Implications for EFL Teachers and Teacher Team Leaders
153(3)
7 Conclusion
156(5)
Glossary 161(3)
Index 164
Yang Gao, Ph.D., Xinghai Scholar, is Associate Professor of TESOL at Dalian Maritime University (DMU). Prior to DMU, he taught at San Jose State University and Kent State University in the United States. Yang studies TESOL and EFL teacher education.