Chinese Teachers’ Self-Reported Beliefs and Practices Related to Minority Students in Xinjiang

• In Event: Understanding Teacher Agency

Abstract

A mixed methods design was used to investigate how Chinese teachers’ beliefs about ethnically, socio-economically and linguistically diverse students affect their teaching practices. Guided by aspects of Cultural-Historical Activity Theory (CHAT), quantitative and qualitative research data collected in three multicultural and multilingual middle schools in a northwest city in China was analyzed, compared and triangulated. Four major themes regarding teachers’ self-reported beliefs and practices emerged. The study suggests that understanding of correlations between teachers’ beliefs about diverse students and their associated instructional practices has potential to significantly affect teacher preparation and professional development.

Author

• Hongyan Zhang Newton, University of Washington - Seattle