Teacher beliefs are a pivotal psychological quality for sustainable teacher development. Previous studies have mainly focused on the beliefs of English-as-a-second/foreign-language teachers, while little attention has been paid to those of Chinese-as-an-additional-language teachers. Particularly, there is a paucity of effort made to develop and validate instrument for measuring pre-service CAL teacher beliefs. Therefore, to further quantify the beliefs of CAL teachers is increasingly called for as an essential means to help teachers sensitize their beliefs system and promote teacher development as (...) a sustainable goal. To be specific, the present study aims to construct a scale for gauging beliefs of pre-service CAL teachers. It firstly conceptualizes the dimensions of pre-service CAL teacher beliefs by means of semantic analysis with ROST CM6, and then cross-validates the reliability and validity of the scale with psychometric methods. Two independent samples composed of 221 and 222 pre-service CAL teachers participated in a questionnaire survey. The two samples were utilized for later Exploratory Factor Analysis and Confirmatory Factor Analysis, respectively. The two data sets have satisfactory psychometric results, all confirming that the scale subsumes three factors: Beliefs about Chinese Language Teaching, Beliefs about Chinese Language, and Beliefs about Chinese Language Learners. The scale validated in the present study contributes to research on pre-service CAL teacher beliefs, and provides implications for sustainable pre-service CAL teacher training. (shrink)

Hannah Arendt’s concept “the banality of evil” was subverted by Bettina Stangneth’s recent research. But with the concept of the banality of evil, the inherent continuity of her “radical evil,” Arendt enriched the discourse of evil which allows us to gain insight into the relationship between evil and ordinary human beings. At the same time, Arendt also raised the question about law, ethics and politics when evil was put to justice. In fact, what she cares about, is justice to everyone; (...) what she wants is to understand the evil and to make her own critical thinking about it. (shrink)