Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究

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Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究_第1頁(yè)
Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究_第2頁(yè)
Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究_第3頁(yè)
Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究_第4頁(yè)
Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究_第5頁(yè)
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《Transitioning beliefs in teachers of Chinese as a foreign language An Australian case study漢語(yǔ)教師的轉(zhuǎn)換信念 外國(guó)語(yǔ)言:澳大利亞案例研究》由會(huì)員上傳分享,免費(fèi)在線閱讀,更多相關(guān)內(nèi)容在學(xué)術(shù)論文-天天文庫(kù)。

1、Moloney&Xu,CogentEducation(2015),2:1024960http://dx.doi.org/10.1080/2331186X.2015.1024960TEACHEREDUCATION&DEVELOPMENT

2、RESEARCHARTICLETransitioningbeliefsinteachersofChineseasaforeignlanguage:AnAustraliancasestudyRobynMoloney1*andHuiLingXu2Received:14April2014Abstract:?Withth

3、eeconomicriseofChina,thereisglobaldemandforeffectiveAccepted:26February2015teachingandlearningofChineseasaforeignlanguage(CFL).TherehasbeenlimitedPublished:25March2015sustainedsuccessinChineselanguagelearninginAustralianschools,however,and*Correspondingauthor:RobynMoloney,Fa

4、cultyofHumanSciences,Schoolthishasbeenattributed,amongstotherfactors,topedagogyemployedbyteach-ofEducation,MacquarieUniversity,ers.Today,itiscommonplacetounderstandthateducationalbackgroundinfluencesBalaclavaRoad,NorthRyde,NewSouthWales2109,Australiateacherbeliefswhichinturn

5、impactpedagogicaltransitioninoverseasteachingE-mail:robyn.moloney@mq.edu.auenvironments.ThisexploratorycasestudyreportsqualitativeanalysisofinterviewsReviewingeditor:withnineschoolteachersofCFLinNewSouthWales,Australia.ThestudymappedMarkBoylan,SheffieldHallamthreegroupsofbel

6、iefswithintheChineseteachergroup,namely,beliefswhichalignUniversity,UKwithprinciplesoftraditionalChineseeducation,beliefswhichalignwithconstructivistAdditionalinformationisavailableattheendofthearticlelearningprinciplesandbeliefsintransitionbetween.AllteachersintheCFLteacher

7、communityofpracticecouldbesaidtobeinafluidprocessoftransition,tofindnewpedagogicalidentitiesandbestpractice.Thisstudy’sfindingsastotransitioningbeliefs,andthestudy’srecommendations,areofsignificanceinthedesignofmoreeffectiveteachertrainingsuitabletoachievesuccessfullearningo

8、utcomesinChineseforeignlanguageclassrooms.ABOUTTHEAUTHORSPUBLICINTERESTSTATEMENTRobynMoloneyteachesintheSchoolofEducation,ItisrecognisedthatdespitetheglobalspreadofFacultyofHumanSciences,MacquarieUniversity,Chineselanguageteachingandlearning,thereAustralia.SheteachesMethodol

9、ogyinLanguagesarechallengesforteacherstrainedinChineseTeachingtopre-service

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