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Asia Pacific Journal of Education Volume 41, 2021 - Issue 3
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Research Article

The origin and impact of an ESL teacher’s beliefs on curriculum design

Jin-Jy Shieha Faculty of Education, University of Macau, Taipa, MacaoView further author information
&
Barry Lee Reynoldsa Faculty of Education, University of Macau, Taipa, Macao;b Centre for Cognitive and Brain Sciences, University of Macau, Taipa, MacaoCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3984-2059View further author information
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Pages 574-593 | Received 15 Sep 2019, Accepted 28 Sep 2020, Published online: 04 Nov 2020

Citations (7)

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Darío Luis Banegas. (2023) Four spheres of student-teachers’ professional identity formation through learning about curriculum development. Journal of Education for Teaching 49:3, pages 370-383.
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Articles from other publishers (6)

Lin Wang, Muhd Khaizer Omar, Noor Syamilah Zakaria & Nurul Nadwa Zulkifli. (2024) Differential Reactions of Urban and Rural Teachers to Blended Learning. International Journal of Mobile and Blended Learning 16:1, pages 1-19.
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Barry Lee Reynolds, Jin-Jy Shieh & Xuan Van Ha. (2022) Pre-Primary English Teacher Education in Macau: Investigating a Teacher Educator’s Beliefs and Practices. Education as Change 26.
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Barry Lee Reynolds, Xuan Van Ha & Melissa H. Yu. (2022) English Textbook Selection in Taiwan: Voices of Two Book Sales Representatives. Education Research International 2022, pages 1-6.
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Barry Lee Reynolds, Xuan Van Ha, Chen Ding, Xiaofang Zhang, Sylvia Liu & Xiaoyan Ma. (2022) Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?. Behavioral Sciences 12:2, pages 19.
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Jin-Jy Shieh, Barry Lee Reynolds & Xuan Van Ha. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education 417 439 .
Barry Lee Reynolds, Sylvia Liu, Xuan Van Ha, Xiaofang Zhang & Chen Ding. (2021) Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study. Frontiers in Psychology 12.
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