Foreign Language Annals

This study investigated the relationships between the beliefs and practices of K–12 native Chinese teachers on Chinese language and literacy instruction. Using a descriptive‐exploratory design, this study employed a mixed‐methods approach consisting of three steps: (1) a teacher beliefs questionnaire, (2) classroom observations and videotaping, and (3) semi‐instructed teacher interviews. Results indicated that novice Chinese teachers desired large “doses” of practical pedagogical strategies; however, development of those strategies required that teachers have ample opportunities for thoughtful anticipatory and retroactive reflection centered on student learning and grounded by the knowledge of language‐specific pedagogical content knowledge. The results highlighted the importance of fostering Chinese pedagogical knowledge through anticipatory instructional planning and reflection in apprenticing Chinese language teachers into the profession.