Teaching reading and teacher beliefs : a sociocultural perspective /: a sociocultural perspective. ([2020])

• Record Type: Book
• Further Information: Note: Xinyu Mo.
• Authors: Mo, Xinyu
• Contents: Intro -- Foreword -- Acknowledgments -- Abbreviations -- Contents -- List of Boxes -- List of Figures -- List of Tables -- Chapter 1: Introduction -- 1.1 An Overview of Teacher Belief Research -- 1.2 Studies on Language Teacher Beliefs and Practices -- 1.3 Rationale and Aims of the Book -- 1.4 The Methodological Approach -- 1.5 Structure of the Book -- References -- Chapter 2: ELT and EFL Teachers in Chinese Universities -- 2.1 Introduction -- 2.2 The Study of Chinese EFL Teacher Beliefs -- 2.3 ELT Reform in Chinese Universities -- 2.4 EFL Reading Instruction in Chinese Universities 2.5 Challenges for Chinese EFL Teachers -- 2.5.1 An Examination-Oriented Education -- 2.5.2 The Traditional Roles of the Teacher -- 2.5.3 Unfavorable Working Conditions -- 2.5.4 Barriers to Teachers' Professional Development (PD) -- 2.6 Conclusion -- References -- Chapter 3: A Framework for Analyzing Teacher Beliefs -- 3.1 Introduction -- 3.2 A Sociocultural Perspective -- 3.3 Defining Teacher Beliefs -- 3.4 Theoretical Foundations -- 3.4.1 The General System Theory -- 3.4.2 The Nature of Context -- 3.4.3 Theories of Action -- 3.4.4 Patterns-of-Participation (PoP) 3.4.5 Functions of Teacher Beliefs -- 3.5 A Theoretical Model -- 3.5.1 Theoretical Beliefs -- 3.5.2 Action Beliefs -- 3.5.3 Context Beliefs -- 3.5.4 Beliefs About Teachers' Roles -- 3.5.5 The Belief System -- 3.6 The Underlying Assumptions of the Theoretical Model -- 3.7 Conclusion -- References -- Chapter 4: Theoretical Beliefs -- 4.1 Introduction -- 4.2 Reading for Expanding Vocabulary Knowledge -- 4.3 Reading for Gaining Structural Knowledge -- 4.4 Reading for Building Background Knowledge -- 4.5 Reading for Promoting Students' Comprehension 4.6 Reading for Enhancing Students' Social-Emotional Learning (SEL) -- 4.7 Conclusion -- References -- Chapter 5: Action Beliefs -- 5.1 Introduction -- 5.2 Teaching Background Knowledge for Comprehension -- 5.3 Building Main-Idea Comprehension -- 5.4 Promoting Comprehension by Focusing on Key Details -- 5.5 Building Rapport with Students -- 5.6 Developing Language Skills for English Exams -- 5.7 (In)consistencies Between Theoretical Beliefs and Action Beliefs -- 5.8 Conclusion -- References -- Chapter 6: Context Beliefs -- 6.1 Introduction -- 6.2 Concerns on Teachers' Workload 6.2.1 Instructional Work -- 6.2.2 Non-Instructional Work -- 6.3 Concerns on Instructional Freedom -- 6.3.1 Student Characteristics -- 6.3.2 Assessment Practices on Student Learning -- 6.3.3 High-Stakes Tests -- 6.4 Concerns on Teacher Evaluation -- 6.4.1 The Annual Assessment -- 6.4.2 Academic Promotion -- 6.5 Teachers' Sense of Vulnerability -- 6.6 Conclusion -- References -- Chapter 7: Beliefs About Teachers' Roles -- 7.1 Introduction -- 7.2 The Sense of Responsibility -- 7.3 Love for Students -- 7.4 Job Satisfaction -- 7.5 The Adaptive Function -- 7.6 Conclusion -- References
• Publisher Details: Cham, Switzerland : Springer
• Publication Date: 2020
• Extent: 1 online resource
• Subjects: 428.24951; English language -- Study and teaching -- Chinese speakers; English language -- Textbooks for foreign speakers -- Chinese; English teachers -- China -- Psychology; Reading teachers -- China -- Psychology; Electronic books
• Languages: English
• ISBNs: 9783030471705; 3030471705
• Related ISBNs: 3030471691; 9783030471699
• Notes: Note: Includes bibliographical references.; Note: Description based on online resource; title from digital title page (viewed on November 30, 2020).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
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