A Framework for Analyzing Teacher Beliefs

By putting together theoretical threads from different disciplines, the study proposes an integrative framework to study Chinese EFL teacher beliefs in their teaching of reading. The first section discusses the epistemological perspective of the study and the next section offers a working definition of teacher beliefs, these are the preparatory steps to theorize the construct of teacher beliefs. The remaining sections presents a theoretical model including its theoretical foundations, components, and underlying assumptions. The argument is that teacher beliefs exist as a dynamic, complex and multi-faceted system. Instead of enumerating all the beliefs, the model aims at analyzing significant beliefs and their relationships in the teaching of reading.