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.

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