Abstract
The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.
Highlights
English language teachers should understand how their current teaching beliefs and practices mesh with indigenous cultural approaches to teaching and learning in order to develop appropriate, culturally informed pedagogies for students [1,2]
The purpose of this study was to capture the personal experiences and beliefs of five English language teachers participating in an adult English language-learning program for second language speakers in Macau, China
Many of the jobs in Macau require a basic knowledge of the English language
Summary
English language teachers should understand how their current teaching beliefs and practices mesh with indigenous cultural approaches to teaching and learning in order to develop appropriate, culturally informed pedagogies for students [1,2]. Teachers’ examination of their personal beliefs is especially important in areas where Eastern and Western cultures and ideologies mix on a regular basis, such as in Macau, China. English comprehensive skills are gradually declining in Macau [3]. Many working professionals are unable to use the English language to communicate with visitors. A large number of middle-aged adults entering hospitality industries as career switchers have had little or no prior education in English. Macau has a large number of adult residents who are unable to communicate effectively in English with travellers [4,5,6]
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