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ERIC Number: EJ1046886
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0015-718X
Native Chinese-Speaking K-12 Language Teachers' Beliefs and Practices
Lü, Chan; Lavadenz, Magaly
Foreign Language Annals, v47 n4 p630-652 Win 2014
This study investigated the relationships between the beliefs and practices of K-12 native Chinese teachers on Chinese language and literacy instruction. Using a descriptive-exploratory design, this study employed a mixed-methods approach consisting of three steps: (1) a teacher beliefs questionnaire, (2) classroom observations and videotaping, and (3) semi-instructed teacher interviews. Results indicated that novice Chinese teachers desired large "doses" of practical pedagogical strategies; however, development of those strategies required that teachers have ample opportunities for thoughtful anticipatory and retroactive reflection centered on student learning and grounded by the knowledge of language-specific pedagogical content knowledge. The results highlighted the importance of fostering Chinese pedagogical knowledge through anticipatory instructional planning and reflection in apprenticing Chinese language teachers into the profession.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A