A study of secondary school English teachers’ beliefs in the context of curriculum reform in China

Abstract

This study examines the beliefs of Chinese junior high school English teachers about foreign language teaching and influencing contextual factors in a time when curriculum innovation is confronting deep-rooted cultural traditions and complex teaching realities. Drawing upon data collected by means of questionnaires and interviews, this study reveals a multi-dimensional structure of teachers’ beliefs. On the whole, teachers’ beliefs are congruent with the constructivism-oriented curriculum reform, but a closer examination suggests that both traditional and constructivist beliefs exist. Constructivist beliefs favour student participation, interactive class, and learning strategy training while traditional beliefs involve focus on grammar and language form, drill and practice, rote memorization, and teacher authority. A variety of contextual factors are found to exert a strong influence on teachers’ beliefs, such as Confucian culture, curriculum reform, high-stakes testing, and school environment. These factors interact to facilitate or constrain the development of teachers’ beliefs. The study highlights the situated nature of teachers’ beliefs with implications for curriculum reform, teacher development and many other important issues in secondary foreign language education in China and other similar contexts internationally.