A Comparative Study On Teachers' Beliefs Between Native And Polish Chinese Teachers

Teacher beliefs refers to the viewpoints that teachers hold and believe in the relevant factors such as teaching work,teacher role,curriculum,students,and learning in the teaching situation and teaching process.The teacher beliefs research has attracted extensive attention in the community of teaching Chinese as foreign language,but the belief of the overseas Chinese teacher group has not received sufficient attention.In this context,this article takes 10 TCSL teachers and 7 Polish native teachers from the Krakow Confucius Institute in Poland as a sample.From the nine beliefs dimensions,we conduct a comparative research about the beliefs of Chinese teachers who are from China and Poland.Firstly,a questionnaire survey was conducted to the research samples.The data analysis was used to describe the beliefs of Chinese teachers from China and Poland.The similarities and differences were found.Then,six Chinese teachers were selected from the teachers who participated in the questionnaire survey to conduct case studies.Through classroom observation and interviews,the Chinese teachers' beliefs of both sides were further refined and supplemented.This research found that:1.Chinese teachers from China and Poland have difference in the five dimensions of teaching evaluation belief,curriculum design belief,teaching content belief,teaching method belief and teaching behavior belief.The teaching evaluation beliefs of Polish Chinese teachers are more diverse and comprehensive.And Polish Chinese teachers pay more attention to train the grammatical forms,but they are lack of the sensitivity to error correction and error correction strategies.What's more,their understanding of the relationship between language and culture teaching is also fragmented.However,those Chinese teachers from China attach great importance to the practicality and interest of grammar teaching content,and are good at the compatibility of various teaching methods,but overemphasize the importance of cultural teaching.2.The Chinese teachers from China and Poland showed ambiguity and uncertainty in whether they used 100 percent Chinese to teach and their role recognition.It is difficult for some Polish Chinese teachers to find accurate teaching roles.On the other hand,some Chinese teachers from China are not sure whether they should adopt a full Chinese instruction in the process of overseas Chinese teaching.3.Although the beliefs of Chinese teachers from China and Poland are generally open,they also have a relatively conservative part in teaching behaviors and teaching methods.That is,both of them carry out the student-centered teaching ideology.However,Polish Chinese teachers are used to use teaching strategy of grammar translation for teaching and practicing.On the other hand,Chinese teachers from China are also good at combining traditional methods such as dictation and reciting.The purpose of this thesis is to hope that the teachers of both sides can understand each other's differences in their beliefs,reflect and improve their beliefs in a timely manner,and establish a scientific teacher beliefs.On this basis,it could provide a certain reference for the cultivation of Chinese teachers from China and Poland.