Abstract
This chapter concludes the study with a summary of major research findings by stressing the features of complexity, dynamics and coadaptation of the teachers’ belief system. By adopting holistic, interactive and contextualised perspectives in studying teacher beliefs, the study contributes to the application of complexity theory in social sciences. The study also adopted various methods in probing the teachers’ belief system and open and inductive ways of data analysis. The study has generated significant findings to justify that special attention be paid to cognitive, affective, contextual and experiential factors in mediating the teachers’ tacit beliefs. Moreover, a set of recommendations is provided to curriculum developers and policy-makers. Finally, the chapter ends with a discussion of the limitation of the study and the future research directions.
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Zheng, H. (2015). Conclusion. In: Teacher Beliefs as a Complex System: English Language Teachers in China. English Language Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-23009-2_8
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DOI: https://doi.org/10.1007/978-3-319-23009-2_8
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