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ngbehaviorineverysubjectschool.TheresultsshowedthatteachersinSchools1,4and6adoptedparticularclassroomactivitiestoenhancetheirstudents&rsquo,weakpoints,andtocultivateparticularskills,whileSchool3failedtoemployexpectedteachingstrategies(seeTable7).Table7.TeacherConcernandTeachingBehavior
TeacherConcernParticularClassroomActivitiesSchool1HowwouldEnglishbetestedinCollegeEntranceExam(CEE)Writing,retelling,petitionofwordsSchool2ThesequenceofgrammarisunsystematicN.OSchool3①Toincreasestudents&rsquo,interestinEnglish,②Toincreaseinstructionofculturalbackgroundknowledge,③Torenewteachers&rsquo,beliefs,④TogetridoftheconflictbetweenthenewcurriculumandCEE.Reading,chorusSchool4Students&rsquo,oralEnglishistoopoortocarryoutclassroomactivitiesChorus,discussion,drills,role-play,interviewSchool5/N.OSchool6①Thedramaticallyincreasedcapacity,esp.vocabularyisdemanding,②Thelisteningpartsinthetextbookareverydifficult.Dictation
a)N.O等于notobserved,
b)TeachersfromSchool5saidtheyhadnomentontheNewCurriculum.
ItwasstrikingfortheauthortofindthatSchools2and3,asisshowninFigure4,althoughscoredthehighestinthemeanofTQ,actuallyfailedtoteachinaccordancewiththeirbeliefs,orfailedtorenewtheirbeliefs(themostconcerninSchool2wasgrammarinstruction&rdquo,).TheauthorguessedthattheexplanationsmaybethatteachersfromSchools2and3werequitewellinformedofthenewbeliefs,however,theyhadn&rsquo,tappliedthemfullyinpracticalteaching,thusresultinginthediscrepancybetweentheirbehaviorandbeliefs.
Amongthoseschoolsthatteachers&rsquo,beliefsandtheirbehaviorwereconsistent,School4hadarelativeconformityinteachers&rsquo,beliefsandpracticalclassroomteaching,andwaswellequippedwithmultimediaandofferedvariousclassroomactivitiestoenhancestudents&rsquo,integratedskills.Andlastbutnotleast,itwastheonlyoneofthe6schoolsthatofferedtheoptionalcourse&mdash,InquiryStudy,inwhichstudentswentintothemunitytodosurveys(seetable6).
4.3Teachers&rsquo,MostConcerninCoursePlanning
Alltheaboveanalysisdemonstratedthatteachers&rsquo,behaviorswereconsistentwiththeirbeliefsinmostschools,whilesometeachers,forexample,inSchool2andSchool3,failedtoteachinaccordancewiththeirbeliefs,althoughtheyscoredthehighestintheTQ.Nevertheless,chancesarethattheseteachersmayactuallyhaveeacrossdifficultiesinteaching,orintherenewalandapplicationoftheirbeliefs.
Tofindoutthepossibledifficulties,interviewswithteachersmustbeconductedtofindouthowteachers&rsquo,beliefsguidetheirbehavior,andwhattheyusuallytakeintoaccountincourseplanning.Theauthoranalyzedtheanswerstotheopenquestionsintheteachers&rsquo,questionnairesandtheinterviewrecordsofthe12teachers,reflectingtheteachers&rsquo,mainconcernincourseplanning,whichcanbesummedupasfollows:
①ManydemandsoftheNewCurriculumversuslimitedcoursehours.TheNewCurriculumismuchmoredemanding,therearesomanytaskstofulfillinclassthatwenolongerhavetimetoreviewthelessons,andstudentsintendtobeobliviousofwhattheyhavelearntsoonafterclass.&rdquo,accordingtomostsubjectteachers.
②Theconflictbetweenintegratedskillsdevelopmentandexam.IntheopenquestionsintheTQandtheinterview,manyteacherscalledforacorrespondingandplausibleCollegeEntranceExaminationformula,whichwasexpectedtobealignedwiththeNewCurriculum,
③Inlackofteachingfacilities.Theobservationlogsrevealedthatmostareasstilllackedforthebasicteachingnecessitiessuchassoundlabsandmultimedia,etc.(seeMultimediaApplicationinTable6).
Inaword,thereexistedthreefactorsthatteacherswouldtakeintoaccountincourseplanning.
Tosumup,analysisofthequestionnairesshowedthatteachers&rsquo,beliefsvariedgreatlyfromoneschooltoanother,themeanofwhichfluctuatesfrom3.7280to4.5300.Classificationoftheclassroomobservationlogsrevealedthatteachers&rsquo,behaviorwasconsistentwiththeirbeliefsinmostschools,whilesometeachers&rsquo,practicalteachingwasdisjointedfromtheirarticulatedbeliefs.Analysisoftheteacherconcernandtheinterviewenabledtheauthortoperceivewhatteachersconcernthemostinteaching.
ChapterFiveConclusionandResearchImplications
Thepresentresearchcarriedoutasurveyofthestatusquoofteachers&rsquo,beliefsandtheirteachingbehaviorintheNewCurriculumcontextinGuangdongProvincebymeansofquestionnaire,classroomobservationlogandinterview.Byintensiveanalysis,theauthorfoundthatfirstly,teacher&rsquo,sbeliefsdifferedsignificantlyfromoneschooltoanother,secondly,teachersinmostschoolsteachinaccordancewiththeirbeliefs,whereassometeachers&rsquo,behaviorwasdisjointedfromtheirbeliefs,althoughtheyshowedthattheyStronglyagree&rdquo,withtheNewCurriculumintheTQ.Inthemeantime,theauthorgotapleasantsurprisetofindthatoneoutofthe6subjectschools,aschoolfromShantou,hadarelativeconformityinpracticalclassroomteachingandteachers&rsquo,beliefs.Finally,amoreintensiveanalysiswasmadetofindouttheteachers&rsquo,difficultiesinrenewingtheirbeliefsorapplyingtheirbeliefsintoteaching.
Alloftheabovefindingsstimulatedtheauthortoreflectandresultedinmuchenlighten
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