Teacher Beliefs as a Complex System: English Language Teachers in China

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Focusing on the beliefs and pedagogical choices of Chinese EFL teachers, this volume offers a practical introduction to navigating classroom events amid curriculum reform. It explores the complex interplay between teachers' beliefs about English teaching and learning, their classroom practices, and the broader context of the National English Curriculum Reform. The author reveals how these beliefs evolve and adapt, influencing both mental processes and actionable strategies while striving to maintain stability within teachers' belief systems.