Teacher Beliefs as a Complex System: English Language Teachers in China
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
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Hongying Zheng
Teacher Beliefs as a Complex System: English Language Teachers in China
English Language Education Volume 4
Series Editors Chris Davison, The University of New South Wales, Australia Xuesong Gao, The University of Hong Kong, China Editorial Advisory Board Stephen Andrews, University of Hong Kong, China Anne Burns, University of New South Wales, Australia Yuko Goto Butler, University of Pennsylvania, USA Suresh Canagarajah, Pennsylvania State University, USA Jim Cummins, OISE, University of Toronto, Canada Christine C. M. Goh, National Institute of Education, Nanyang Technology University, Singapore Margaret Hawkins, University of Wisconsin, USA Ouyang Huhua, Guangdong University of Foreign Studies, Guangzhou, China Andy Kirkpatrick, Griffith University, Australia Michael K. Legutke, Justus Liebig University Giessen, Germany Constant Leung, King’s College London, University of London, UK Bonny Norton, University of British Columbia, Canada Elana Shohamy, Tel Aviv University, Israel Qiufang Wen, Beijing Foreign Studies University, Beijing, China Lawrence Jun Zhang, University of Auckland, New Zealand
More information about this series at http://www.springer.com/series/11558
Hongying Zheng
Teacher Beliefs as a Complex System: English Language Teachers in China
Hongying Zheng School of Foreign Languages Sichuan Normal University Chengdu, Sichuan Province, P.R. China
ISSN 2213-6967 ISSN 2213-6975 (electronic) English Language Education ISBN 978-3-319-23008-5 ISBN 978-3-319-23009-2 (eBook) DOI 10.1007/978-3-319-23009-2 Library of Congress Control Number: 2015951431 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
Preface
Despite the fact that teachers’ beliefs are notoriously difficult to capture and define and tha
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