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Home / Journals / International Journal of Education, Culture and Society / Exploring EFL Teacher Beliefs and Practices in a Changing Curricular Landscape in China
Exploring EFL Teacher Beliefs and Practices in a Changing Curricular Landscape in China

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Lead Guest Editor:
Xiaolei Ruan
School of Foreign Studies, Anhui University, Hefei, Anhui, China
Guest Editors
Yun Jie Hou
Shanghai International Studies University
Shanghai, China
Qiong Zheng
Shanghai International Studies University
Shanghai, China
Faculty of Foreign Languages, Southwest Forestry University; Institute of Linguistics, Shanghai International Studies University
Shanghai, China
Xiaochao Zhu
School of Foreign Languages, Huangshan University; Institute of Linguistics, Shanghai International Studies University
Shanghai, China
Jie Bao
School of Humanities, Tianjin University of Finance and Economics
Tianjin, China
Qiujun Su
Shanghai International Studies University
Shanghai, China
Introduction
China’s College English Teaching Guide (daxueyingyu jiaoxuezhinan) was implemented in the year of 2017 to promote EFL teaching at tertiary level in accordance with the development of the educational cause and the whole country. Against this backdrop, teachers, as the agents of change, are supposed to adapt themselves to the changing landscape regarding classroom implementation, teaching research, and self-improvement. In this special issue, we would like to zoom in to how EFL teachers in China perceive and understand the curriculum requirements in the new era, how they make intentional efforts to get better prepared for the change, and how they negotiate with both the facilitators and the impediments for self-realization and educational improvement. Our inquiry here will attempt to reveal the continued salience of EFL teachers’ beliefs and practices and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large.

Aims and Scope:

  1. Teacher beliefs
  2. Teacher practices
  3. EFL teachers
  4. Curricular reforms
  5. Classroom implementation
  6. Teacher learning
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