EFL Teachers’ Beliefs about Reading and Reading Teaching versus Actual Practices

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.

Foreword

 Xiaofei Lu

Acknowledgments

List of Figures and Tables



1 Introduction

 1 How the Book Came Out

 2 Purpose and Research Questions

 3 Rationale and Stages of the Exploratory Sequential Mixed-Methods Design

 4 Biographical Information of the Participants in the Book

 5 Structure of the Book



2 Revisiting the Messy Construct: A Synopsis Review of Teacher Beliefs

 1 From Teacher Psychology, Cognition to Beliefs

 2 Defijining Teacher Beliefs

 3 Nature and Features of Teacher Beliefs

 4 Content of Teacher Beliefs

 5 Research on Teacher Beliefs

 6 Evaluation of Teacher Beliefs

 7 Beliefs about Languages, Reading, and EFL Teachers: An Even More Complex Picture

 8 Conclusion



3 Paradigm Shifts in Teachers’ Beliefs and Practices

 1 Introduction

 2 Research Paradigms and Language Teacher Belief-Practice Research

 3 The Influx of Paradigms in the New Era

 4 Theoretical Paradigm Selected for the Present Study

 5 Conclusion



4 Complex Dynamic Systems Theory as a Theoretical Framework to Study Beliefs and Practice of EFL Reading Teachers

 1 Introduction

 2 Introducing Complex Dynamic Systems Theory

 3 Complex Dynamic Systems Theory and the Pragmatism Paradigm

 4 Complex Dynamic Systems Theory in Educational Settings

 5 Complex Dynamic Systems Theory in Language Education

 6 Complex Dynamic Systems Theory in EFL Reading Studies

 7 Steps in Conducting the Study with a CDST Lens

 8 Conceptual Frameworks



5 Characteristics of Chinese Teachers’ Belief Systems

 1 An Overview of the Chapter

 2 Characteristics of Chinese EFL Teachers’ Beliefs about English Reading and Teaching Reading

 3 Conceptualization of the Dynamics and Agents in the Belief System

 4 Conclusion



6 Exploring Interaction between Reading Beliefs and Reading Teaching Beliefs in Dominant Orientations

 1 Introduction

 2 Analyses of Reading Beliefs vs. Teaching Beliefs in the Dominant Orientations

 3 Possible Explanations for the Interaction

 4 Conceptualization of the Interaction between the Two Stated Belief Systems

 5 Conclusion



7 The Nexus of Chinese EFL Teachers’ Beliefs and Practices

 1 Introduction

 2 Purposive Participants

 3 Within Case Findings

 4 Cross-Case Analysis

 5 Conceptualization of the Coadaptive and Self-organizing Subsystems

 6 Conclusion



8 Conclusion: A CDST Model to Study Language Teacher Beliefs and Practices

 1 Overview of the Chapter

 2 Characteristics of Chinese EFL Teachers’ Stated Beliefs about English Reading and Teaching Reading

 3 Teachers’ Stated Beliefs about English Reading and Teaching Reading

 4 Teachers’ Stated Beliefs and Actual Practices

 5 Theoretical Implication: A CDST Model on EFL Teacher Beliefs and Practice

 6 Practical Implications for EFL Teachers and Teacher Team Leaders

 7 Conclusion



Glossary

Index