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Navigating the complex landscape of cross-epistemic climates: migrant Chinese language teachers’ belief changes about knowledge and learning

Accepted version
Peer-reviewed

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Type

Article

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Abstract

This study investigated the impact that the experience of living and teaching in the UK had on the belief development of three native Chinese language teachers. The study used a multifaceted approach to analyse the teachers as social beings and their belief development beyond the confines of the classroom. The analysis is based on data derived from an innovative methodological tool, a metaphorical drawing task, combined with narrative inquiry and interviews to elicit implicit beliefs. The findings show that the teachers’ various social roles as parents, members of clubs, participants in professional communities and observers of the broader social-political system in the UK, as well as the classroom environment, all contributed to changes in their beliefs about the nature of knowledge and learning. Implications for classroom practice and teacher development are discussed.

Description

Keywords

Constructivism, epistemic climate, teachers' beliefs, teaching Chinese, teaching abroad

Journal Title

Teacher Development

Conference Name

Journal ISSN

1366-4530
1747-5120

Volume Title

24

Publisher

Informa UK Limited

Rights

All rights reserved