Changes in teachers’ beliefs after a professional development project for teaching writing: two Chinese cases

@inproceedings{Teng2016ChangesIT,
  title={Changes in teachers’ beliefs after a professional development project for teaching writing: two Chinese cases},
  author={Lin Sophie Teng},
  year={2016}
}
AbstractA plethora of research has found that teachers’ beliefs directly influence their classroom practices and teaching outcomes. While numerous studies in second/foreign language writing have examined the effectiveness of different innovative approaches on students’ learning to write, there is a paucity of research on writing teachers’ beliefs about these approaches and how their beliefs change in the process of their professional development. Such a lacuna becomes prominent in English as a… CONTINUE READING