Chapter 1 INTRODUCTION
1.1 Background and Aims of the Study
1.2 Significance of the Study
1.3 Rationale for the Study
1.4 Organisation of the Book
Chapter 2 LITERATURE REVIEW—PART 1
2.1 Traditional Language-Teaching/Learning in China
2.2 Modern Language-Teaching/Learning Methods in China
2.3 Research on TCSOL outside China
2.4 Summary
Chapter 3 LITERATURE REVIEW—PART 2
3.1 Teachers' Content-Specific Beliefs
3.2 Teachers' Self-Efficacy Beliefs
3.3 Teachers' Identities and Beliefs
3.4 Teachers' Expectations and Beliefs
3.5 Psychological Theories and Beliefs
3.6 Cultural Differences and Beliefs
3.7 The Main Problems and Issues Associated with the Studies concerning Teachers
Beliefs and Practices
3.8 Summary
Chapter 4 METHODOLOGY AND RESEARCH METHODS
4.1 Philosophical Worldviews
4.2 Qualitative Methodology
4.3 Recruitment of Participants
4.4 Introduction to the Scene
4.5 Data Collection
4.6 Data Analysis and Interpretation
4.7 Triangulation
4.8 Summary
Chapter 5 China TEACHERS' BELIEFS ABOUT TEACHING
METHODOLOGY
5.1 Introduction
5.2 L2 Classrooms in Mao's Eyes (Content-Specific Beliefs)
5.3 Mao's Attitudes towards Language Accuracy (Content-Specific Beliefs)
5.4 Mao's Roles in the Classrooms (Content-Specific Beliefs)
5.5 Mao's Self-Efficacy Beliefs about Teaching Methodology
5.6 Discussion of Mao's Beliefs
5.7 Summary of Mao's Case
Chapter 6 China TEACHERS' BELIEFS ABOUT TEACHING
METHODOLOGY
6.1 Introduction
6.2 L2 Classrooms in Meng's Eyes (Content-Specific Beliefs)
6.3 Meng's Attitudes towards Language Accuracy (Content-Specific Beliefs)
6.4 Meng's Roles in the Classrooms (Content-Specific Beliefs)
6.5 Meng's Self-Efficacy Beliefs about Teaching Methodology
6.6 Discussion of Meng's Beliefs
6.7 Summary of Meng's Case
Chapter 7 N E W Z E A L A N D T E A C H E R S'B E L I E F S A B O U T
TEACHING METHODOLOGY
7.1 Introduction
7.2 L2 Classrooms in Nian's Eyes (Content-Specific Beliefs)
7.3 Nian's Attitude towards Language Accuracy (Content-Specific Beliefs)
7.4 Nian's Roles in the Classrooms (Content-Specific Beliefs)
7.5 Nian's Self-Efficacy Beliefs about Teaching Methodology
7.6 Discussion of Nian's Beliefs
7.7 Summary of Nian's Case
Chapter 8 N E W Z E A L A N D T E A C H E R S'B E L I E F S A B O U T
TEACHING METHODOLOGY
8.1 Introduction
8.2 L2 Classrooms in Ning's Eyes (Content-Specific Beliefs)
8.3 Ning's Attitude towards Language Accuracy (Content-Specific Beliefs)
8.4 Ning's Roles in the Classrooms (Content-Specific Beliefs)
8.5 Ning's Self-Efficacy Beliefs about Teaching Methodology
8.6 Discussion of Ning's Beliefs
8.7 Summary of Ning's Case
Chapter 9 OVERALL DISCUSSION
9.1 Introduction
9.2 A Cross-Case Glance—A Re-Examination of RQ1 and RQ2
9.3 A Cross-Case Discussion—A Re-Examination of RQ3
9.4 An Integrated Influence of Some Relevant Factors on Teachers' Beliefs
9.5 Summary
Chapter 10 CONCLUSIONS
10.1 Summary of Main Findings
10.2 Theoretical Contributions
10.3 Methodological Contributions
10.4 Implications for Pedagogy
10.5 Limitations of this Study
10.6 Suggestions for Future Research
REFERENCES
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