Complex Features and Coadaptive Mechanism of EFL Teachers’ Belief Systems

Abstract

Drawing on the findings of the study, this chapter reiterates the research findings to highlight three features of the teachers’ belief systems: ‘heterogeneity’, ‘interactive dynamics’ and ‘openness and coadaptation’. The teachers’ belief systems are heterogeneous in terms of contents and types, projecting tensions as a significant feature. Moreover, the existence of core and peripheral beliefs further illustrates the interactive dynamics between beliefs and practices, which features in the teachers’ practice of ‘token adoption’ and ‘eclectic approach’. Furthermore, the contexts influence the ways in which the teachers implement their beliefs into practice with either facilitating or hindering roles. In the light of the above diversity of the teachers’ belief systems, the practice of self-organisation is adopted by the teachers to preserve the stability of the systems.