Teacher Learning: A Multifaceted, Situated and Dynamic Process



This chapter discusses the characteristics of teacher learning and teacher change in terms of knowledge growth, belief and practice change. It is found that the traditional notion of knowledge accumulation hugely influenced their knowledge learning and application. For practical purposes, they preferred the exchanged information from other teachers as solution to their teaching problems rather than the theoretical information proposed by the new curriculum. When returning to actual classroom, they made different attempts of learning results according their concerned teaching aspects, but they generally reflected common features that their beliefs were still constrained within the traditional views of language teaching and post-INSET teaching practice mostly returned to the traditional approach.


Knowledge growth Culture-rooted notion Unchanged beliefs Traditional teaching approach Limited uptake of training input 


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Ming Li
    • 1
  1. 1.Southwest UniversityChongqingChina

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