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Belief change before and after the teaching practicum among Chinese pre-service EFL teachers

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posted on 10.05.2019 by Zhilong Xie, Wendi Zhou, Fen Zhou

The current study adopted a longitudinal design to investigate 105 EFL teachers’ belief change after a three-month teaching practicum. Pre-test and post-test questionnaires were administered before and after the practicum. Repeated measures and t-test data analyses were used to examine differences across different aspects of beliefs, and differences of teachers’ beliefs before and after the practicum. Further content analyses of interview and reflective journals were conducted to find out the change and its potential factors.

Funding

Research Fund from Foreign Languages College, JXNU

History

Declaration of conflicts of interest

The authors delcare no conflicts of interest

Corresponding author email

collinthank@163.com

Lead author country

China

Lead author job role

Higher Education Researcher

Lead author institution

Jiangxi Normal University

Human Participants

Yes

Ethics statement

This research was approved by the Academic Committee of Jiangxi Normal University.

Licence

Exports

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