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Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice

Journal Article


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Abstract


  • In China, developing students’ overall communicative competence was set

    as the central goal of the current college English curriculum requirements

    since 2004. However, this goal has remained largely unfulfilled, particularly

    with regard to writing competence. This study proposes that the genrebased

    pedagogy in systemic functional linguistics may be the key to achieve

    this national curriculum goal. After teachers were trained in this pedagogy,

    through designed workshops for teacher development, this research examined

    possible changes in teachers’ stated beliefs about effective writing

    pedagogy and actual teaching practices. The findings from classroom

    observations and teachers’ self-reports suggest that even though all teacher

    participants valued the genre-based pedagogy, a very weak connection was

    made to their actual teaching practice. This study aimed to understand

    possible constraints leading to this inconsistency. Teachers’ prior instructional

    knowledge, general attitudes to educational changes, self-confidence,

    and contextual factors such as class size, knowledge of students

    and assessment, were the main contributors to inconsistency. To overcome

    barriers and maximize the effectiveness of the genre-based pedagogy in

    achieving the national curriculum goal, several implications are discussed.

Publication Date


  • 2019

Citation


  • Shi, L., Delahunty, J. & Gao, X. (2019). Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Professional development in education, 45 (5), 774-789.

Scopus Eid


  • 2-s2.0-85053284862

Ro Full-text Url


  • https://ro.uow.edu.au/context/lhapapers/article/4651/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3624

Number Of Pages


  • 15

Start Page


  • 774

End Page


  • 789

Volume


  • 45

Issue


  • 5

Place Of Publication


  • United Kingdom

Abstract


  • In China, developing students’ overall communicative competence was set

    as the central goal of the current college English curriculum requirements

    since 2004. However, this goal has remained largely unfulfilled, particularly

    with regard to writing competence. This study proposes that the genrebased

    pedagogy in systemic functional linguistics may be the key to achieve

    this national curriculum goal. After teachers were trained in this pedagogy,

    through designed workshops for teacher development, this research examined

    possible changes in teachers’ stated beliefs about effective writing

    pedagogy and actual teaching practices. The findings from classroom

    observations and teachers’ self-reports suggest that even though all teacher

    participants valued the genre-based pedagogy, a very weak connection was

    made to their actual teaching practice. This study aimed to understand

    possible constraints leading to this inconsistency. Teachers’ prior instructional

    knowledge, general attitudes to educational changes, self-confidence,

    and contextual factors such as class size, knowledge of students

    and assessment, were the main contributors to inconsistency. To overcome

    barriers and maximize the effectiveness of the genre-based pedagogy in

    achieving the national curriculum goal, several implications are discussed.

Publication Date


  • 2019

Citation


  • Shi, L., Delahunty, J. & Gao, X. (2019). Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Professional development in education, 45 (5), 774-789.

Scopus Eid


  • 2-s2.0-85053284862

Ro Full-text Url


  • https://ro.uow.edu.au/context/lhapapers/article/4651/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3624

Number Of Pages


  • 15

Start Page


  • 774

End Page


  • 789

Volume


  • 45

Issue


  • 5

Place Of Publication


  • United Kingdom