Understanding Pre-service EFL Teachers’ Beliefs and Practice in Reading Comprehension Instruction in China

Zhenglin Kuang

doi:10.54691/fhss.v3i4.4728

Authors

Zhenglin Kuang

DOI:

https://doi.org/10.54691/fhss.v3i4.4728

Keywords:

Teacher Belief; Reading Comprehension Instruction; Pre-service EFL Teacher; Activity Theory.

Abstract

Despite an increasing understanding of the importance of teacher beliefs and practices, which of pre-service EFL teachers in relation to reading comprehension instruction (RCI) still need to be investigated. Based on Cultural Historical Activity Theory (CHAT) and Activity System Analysis Methods, this study examines the cultural and historical foundation of Chinese EFL teachers' beliefs and practices on reading comprehension instruction. This study highlights the potential value of a comprehensive examination of other CHAT constructs, including the subject(s), tools, rules, community, and division of labor, for a context analysis for successful reform. To better prepare student teachers for adapting to their teaching contexts, it is advised that EFL training programs should provide them the chance to explore their own beliefs.

Downloads

Download data is not yet available.

References

Borg, S. (2015). Teacher cognition and language education: Research and practice. London: Bloomsbury.

Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46–60. DOI: https://doi.org/10.1016/j.jslw.2019.05.004

Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. Modern Language Journal, 94(3), 434–452. DOI: https://doi.org/10.1111/j.1540-4781.2010.01058.x

Barahona, M. (2016). Challenges and accomplishments of ELT at primary level in Chile: Towards the aspiration of becoming a bilingual country. Education Policy Analysis Archives, 24(82), 82. DOI: https://doi.org/10.14507/epaa.24.2448

Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language Teaching, 43(2), 182 -201. DOI: https://doi.org/10.1017/S0261444809990139

Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3), 307−32. DOI: https://doi.org/10.3102/00346543062003307

Murphy, C. K. (2000). Combining belief functions when evidence conflicts. Decision support systems, 29(1), 1-9. DOI: https://doi.org/10.1016/S0167-9236(99)00084-6

Negueruela-Azarola, E. (2011). Beliefs as conceptualizing activity: A dialectical approach for the second language classroom. System, 39(3), 359-369. DOI: https://doi.org/10.1016/j.system.2011.07.008

Beach, S. A. (1994). Teacher's theories and classroom practice: Beliefs, knowledge, or context? Reading Psychology.

Engeström, Y. (2015). Learning by expanding. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139814744

Peng, R. D. (2011). Reproducible research in computational science. Science, 334(6060), 1226-1227. DOI: https://doi.org/10.1126/science.1213847

Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher education quarterly, 35(3), 23-40.

Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511609268

Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. Beliefs about SLA, 7-33. DOI: https://doi.org/10.1007/978-1-4020-4751-0_1

Flores, B. B. (2001). Bilingual education teachers' beliefs and their relation to self-reported practices. Bilingual Research Journal, 25(3), 275-299. DOI: https://doi.org/10.1080/15235882.2001.10162795

Wertsch, J. V., del Río, P. E., & Alvarez, A. E. (1995). Sociocultural studies of mind. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139174299