ABSTRACT This study investigated the impact that the experience of living and teaching in the United Kingdom (UK) had on the belief development of three native Chinese language teachers. The study used a multifaceted approach to analyse the teachers as social beings and their belief development beyond the confines of the classroom. The analysis is based on data derived from an innovative methodological tool, a metaphorical drawing task, combined with narrative inquiry and interviews to elicit implicit beliefs. The findings show that the teachers’ various social roles as parents, members of clubs, participants in professional communities and observers of the broader social-political system in the UK, as well as the classroom environment, all contributed to changes in their beliefs about the nature of knowledge and learning. Implications for classroom practice and teacher development are discussed.

中文翻译：

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应对跨流行性气候的复杂局面：移民汉语教师对知识和学习的信念变化

摘要这项研究调查了英国（UK）的生活和教学经验对三位母语汉语教师的信仰发展的影响。该研究采用了多方面的方法来分析教师的社会存在及其在课堂范围之外的信仰发展。该分析基于从创新方法学工具，隐喻绘画任务中获得的数据，结合叙述性探究和访谈以得出隐性信念。调查结果表明，教师作为父母，俱乐部成员，职业社区的参与者以及英国更广泛的社会政治体系的观察者的各种社会角色，以及教室环境，都促使他们对以下方面的信念发生了变化：知识和学习的本质。