Constructing Teachers’ Learning Approaches: How Beliefs and Learning Culture Guide Chinese Novice Teachers

• In Event: Enhancing Teacher Development and Collaboration in China: Perspectives on Motivation, Equity, and Professional Growth

Abstract

This paper reports on a qualitative study that explores how novice EFL (English as a Foreign Language) teachers in China develop their learning approaches during their probationary phase. The findings suggested that teachers’ beliefs about their own learning play a pivotal role in shaping their approach to learning. Additionally, social and cultural backgrounds have a significant impact on how teachers perceive learning approaches, establish their learning goals, and choose their learning methods. This influence is particularly evident in their attitudes towards learning through memorization and learning from mentors. These insights can guide policymakers in creating supportive policies for teacher development and cultivating an environment that enhances effective teaching and learning.

Authors

• Wenting Wang, Guangdong University of Foreign Studies

• Wei Lin, Guangdong University of Education

• Ziyou Wang, Jinan University