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1、Moloney&Xu,CogentEducation(2015),2:1024960http://dx.doi.org/10.1080/2331186X.2015.1024960TEACHEREDUCATION&DEVELOPMENT

2、RESEARCHARTICLETransitioningbeliefsinteachersofChineseasaforeignlanguage:AnAustraliancasestudyRobynMoloney1*andHuiLingXu2Received:14April2014Abstract:?Withth

3、eeconomicriseofChina,thereisglobaldemandforeffectiveAccepted:26February2015teachingandlearningofChineseasaforeignlanguage(CFL).TherehasbeenlimitedPublished:25March2015sustainedsuccessinChineselanguagelearninginAustralianschools,however,and*Correspondingauthor:RobynMoloney,Fa

4、cultyofHumanSciences,Schoolthishasbeenattributed,amongstotherfactors,topedagogyemployedbyteach-ofEducation,MacquarieUniversity,ers.Today,itiscommonplacetounderstandthateducationalbackgroundinfluencesBalaclavaRoad,NorthRyde,NewSouthWales2109,Australiateacherbeliefswhichinturn

5、impactpedagogicaltransitioninoverseasteachingE-mail:robyn.moloney@mq.edu.auenvironments.ThisexploratorycasestudyreportsqualitativeanalysisofinterviewsReviewingeditor:withnineschoolteachersofCFLinNewSouthWales,Australia.ThestudymappedMarkBoylan,SheffieldHallamthreegroupsofbel

6、iefswithintheChineseteachergroup,namely,beliefswhichalignUniversity,UKwithprinciplesoftraditionalChineseeducation,beliefswhichalignwithconstructivistAdditionalinformationisavailableattheendofthearticlelearningprinciplesandbeliefsintransitionbetween.AllteachersintheCFLteacher

7、communityofpracticecouldbesaidtobeinafluidprocessoftransition,tofindnewpedagogicalidentitiesandbestpractice.Thisstudy’sfindingsastotransitioningbeliefs,andthestudy’srecommendations,areofsignificanceinthedesignofmoreeffectiveteachertrainingsuitabletoachievesuccessfullearningo

8、utcomesinChineseforeignlanguageclassrooms.ABOUTTHEAUTHORSPUBLICINTERESTSTATEMENTRobynMoloneyteachesintheSchoolofEducation,ItisrecognisedthatdespitetheglobalspreadofFacultyofHumanSciences,MacquarieUniversity,Chineselanguageteachingandlearning,thereAustralia.SheteachesMethodol

9、ogyinLanguagesarechallengesforteacherstrainedinChineseTeachingtopre-service