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隨著全球中文學習者數(shù)量的迅猛增長，國際中文教師在多語言文化背景下所面臨的教學挑戰(zhàn)日益凸顯。為了深入剖析國際中文教師的教學方法與信念，本書采用敘事探究作為主要研究方法，聚焦于四位成長于中國大陸、目前分別在中國大陸和新西蘭工作的國際中文教師。通過對這些教師教學方法的特定內(nèi)容信念和自我效能信念進行深度探討，本書進一步分析了相關(guān)影響因素如何共同作用于教師當前的教學實踐。本書為國際中文教師、教師教育者、語言教育者以及應(yīng)用語言學研究者等群體提供了極具價值的參考案例。無論是在提升教學實踐水平方面，還是在推動國際中文教育理論的發(fā)展層面，本書都具有重要的參考意義。

Contents
Chapter1 INTRODUCTION
1.1 BackgroundandAimsoftheStudy
1.2 SignificanceoftheStudy
1.3 RationalefortheStudy
1.4 OrganisationoftheBook
Chapter2 LITERATUREREVIEWPART1
2.1 TraditionalLanguage-Teaching/LearninginChina
2.2 ModernLanguage-Teaching/LearningMethodsinChina
2.3 ResearchonTCSOLoutsideChina
2.4 Summary
Chapter 3 LITERATUREREVIEWPART2
3.1 TeachersContent-SpecificBeliefs
3.2 TeachersSelf-EfficacyBeliefs
3.3TeachersIdentitiesandBeliefs
3.4 TeachersExpectationsandBeliefs
3.5PsychologicalTheoriesandBeliefs
3.6CulturalDifferencesandBeliefs
3.7TheMainProblemsandIssuesAssociatedwiththeStudiesconcerningTeachersBeliefsandPractices
3.8Summary
Chapter4 METHODOLOGYANDRESEARCHMETHODS
4.1PhilosophicalWorldviews
4.2QualitativeMethodology
4.3RecruitmentofParticipants
4.4IntroductiontotheScene
4.5DataCollection
4.6DataAnalysisandInterpretation
4.7Triangulation
4.8Summary
Chapter5 ChinaTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
5.1Introduction
5.2L2ClassroomsinMaosEyes(Content-SpecificBeliefs)
5.3MaosAttitudestowardsLanguageAccuracy(Content-SpecificBeliefs)
5.4MaosRolesintheClassrooms(Content-SpecificBeliefs)
5.5MaosSelf-EfficacyBeliefsaboutTeachingMethodology
5.6DiscussionofMaosBeliefs
5.7SummaryofMaosCase
Chapter6 ChinaTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
6.1Introduction
6.2L2ClassroomsinMengsEyes(Content-SpecificBeliefs)
6.3MengsAttitudestowardsLanguageAccuracy(Content-SpecificBeliefs
6.4MengsRolesintheClassrooms(Content-SpecificBeliefs)
6.5MengsSelf-EfficacyBeliefsaboutTeachingMethodology
6.6DiscussionofMengsBeliefs
6.7SummaryofMengsCase
Chapter7NEWZEALANDTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
7.1Introduction
7.2L2ClassroomsinNiansEyes(Content-SpecificBeliefs)
7.3NiansAttitudetowardsLanguageAccuracy(Content-SpecificBeliefs)
7.4NiansRolesintheClassrooms(Content-SpecificBeliefs)
7.5NiansSelf-EfficacyBeliefsaboutTeachingMethodology
7.6DiscussionofNiansBeliefs
7.7SummaryofNiansCase
Chapter8 NEWZEALANDTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
8.1Introduction
8.2L2ClassroomsinNingsEyes(Content-SpecificBeliefs)
8.3NingsAttitudetowardsLanguageAccuracy(Content-SpecificBeliefs)
8.4NingsRolesintheClassrooms(Content-SpecificBeliefs)
8.5NingsSelf-EfficacyBeliefsaboutTeachingMethodology
8.6DiscussionofNingsBeliefs
8.7SummaryofNingsCaseChapter9 OVERALLDISCUSSION
9.1Introduction
9.2ACross-CaseGlanceARe-ExaminationofRQ1andRQ2
9.3ACross-CaseDiscussionARe-ExaminationofRQ3
9.4AnIntegratedInfluenceofSomeRelevantFactorsonTeachersBeliefs
9.5Summary
Chapter10 CONCLUSIONS
10.1SummaryofMainFindings
10.2TheoreticalContributions
10.3MethodologicalContributions10.4ImplicationsforPedagogy
10.5LimitationsofthisStudy
10.6SuggestionsforFutureResearch
REFERENCES

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