Download or read book The Relationship Between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants written by Emily Lawson and published by . This book was released on 2019 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs’ beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.

Download or read book Teachers Beliefs about Language Learning and Teaching written by Sirirat Sinprajakpol and published by . This book was released on 2004 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Graduate Teaching Assistants about Inclusive Teaching written by Priscilla Brown Embry and published by . This book was released on 2006 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Teacher Education Teacher Cognition and Classroom Practice in Language Teaching written by Simon Phipps and published by . This book was released on 2009 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the development of the grammar teaching beliefs and practices of three practising teachers of English in Turkey taking an MA course. Teachers were interviewed and observed over a 20-month period; the observations shed light on how they taught grammar, while the interviews explored their beliefs about grammar teaching and provided insight the relationship between their beliefs and practices. Analysis of the findings indicated that teachers taught differently from many of their stated beliefs, either temporarily or consistently, that the reasons for this were complex, and that teachers' reasoning was flexibly adjusted in response to practical classroom circumstances. Drawing on a distinction between core and specific beliefs, the analysis also showed that tensions occurred when teachers' core beliefs about teaching and learning generally were not aligned with specific beliefs about teaching and learning English. Thus at any one time core and specific beliefs competed for influence over teachers' practices mediated by contextual and affective factors. Analysis also indicated that teacher learning is a complex non-linear process made of different stages unique to each teacher. Various factors facilitated this process; teachers' dissatisfaction with aspects of their beliefs and practices; being aware of and questioning their beliefs and practices; exposure to alternative ideas and practices which were perceived to be intelligible, plausible and fruitful; and opportunities to explore their teaching and experiment with alternative practices. It is argued that the development of new teaching routines is a dynamic, cyclical and dialectic process which involves ongoing interaction between affective, cognitive, contextual and experiential factors. Some important implications of the study for language teacher education discussed are that helping teachers raise awareness of tensions, discussing these collaboratively with teacher educators and engaging teachers with data from real classrooms can help teachers develop their classroom practices.

Download or read book Beliefs of Tertiary Level Teachers of English in the People s Republic of China about Medium of Instruction written by YANAN. SONG and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Beliefs of Tertiary-level Teachers of English in the People's Republic of China About Medium of Instruction" by Yanan, Song, 宋亞南, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Beliefs of Tertiary-level Teachers of English in the People's Republic of China about Medium of Instruction submitted by SONG Yanan (宋亚南) for the degree of Doctor of Philosophy at The University of Hong Kong in October 2005 This study investigates teachers' beliefs about medium of instruction (MOI) in their L2 teaching. It draws insights from research on two strands. First, research in general education as well as language teaching suggests that teachers' beliefs play an important role in their teaching practices. Second, studies in L2 learning and teaching have presented arguments and disagreements about the MOI, especially the role of the L1 in L2 learning and teaching. This study explores how teachers look at the MOI issue in their L2 teaching, to what extent their beliefs are reflected in their teaching practices, and what factors are perceived by them as major influences on their MOI-related beliefs and behaviours. This study was conducted in a tertiary institute in the People's Republic of China, where a group of language teachers were surveyed through questionnaires to evaluate their attitudes towards the L1 in their L2 teaching. Based on their responses to the questionnaires, four teachers with contrasting attitudes were selected for in-depth investigation. The case studies elicited the four teachers' beliefs using methods of interview, classroom observation and stimulated recall. The results indicate that the group of teachers presented various attitudes towards the L1 from "anti-L1" to "pro-L1." The close examination of the four teachers suggest that teachers' perceptions of their teaching objectives and the relationship between the L1 and the L2 formed the core of teachers' beliefs about the MOI. In terms of their teaching practices, the four teachers were found to illustrate inconsistency to different degrees between their stated beliefs and their actual behaviours. The inconsistency might be caused on the one hand by some contextual factors such as time pressure and students' L2 abilities that teachers perceived as constraints on their behaviours; on the other hand, it might be due to the fact that teachers seemed not to fully realise the extent of their L1 use in class until they watched their own teaching practices. This suggests that teachers themselves might not be completely aware of their beliefs and behaviours regarding the MOI. The significance of this study is that it sheds light on how teachers look at the MOI issue in their L2 teaching, and enhances our understanding of teachers' beliefs about the MOI. It also demonstrates the importance of teachers' beliefs about the MOI in their language teaching and proposes that teacher education should raise teachers' awareness of and draw their attention to the MOI issue. DOI: 10.5353/th_b3154189 Subjects: English language - Study and teaching (Higher) - China Native language and education - China Language and education - China English teachers - China - Attitudes

Download or read book Teacher Beliefs as a Complex System English Language Teachers in China written by Hongying Zheng and published by Springer. This book was released on 2016-08-23 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.

Download or read book Positive Psychology Perspectives on Foreign Language Learning and Teaching written by Danuta Gabryś-Barker and published by Springer. This book was released on 2016-05-23 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces readers to the principles of a fairly new branch of psychology – positive psychology – and demonstrates how they can be applied in the context of second language acquisition in a natural environment and in instructed foreign language (FL) learning. It focuses both on the well-being and success of the learner and the professional and personal well-being of the teacher. Further, the book stresses the importance of the positive emotions and character strengths of those involved in the process of language learning and teaching, as well as the significant role played by enabling institutions such as school and, at the micro-level, individual FL classes.

Download or read book Classroom Environment RLE Edu O written by Barry J Fraser and published by Routledge. This book was released on 2012-06-14 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The increasing impact of performance based judgments on schools and teachers in the classroom has its critics and supporters. Some oppose the trend and seek to deny the importance of quantitative measures. Others have sought to find ways of implementing educational measurement constructively and with understanding of the concerns. Classrooms are where the operational business of learning takes place and it is on the quality of life within the classroom that the broader process of learning, concerns for the wider community and others, is nurtured. The climate of the classroom has a large impact on the final outcome measure to which so much interest is directed. To help our understanding of the dynamics involved much work has been done in the development and refinement of quantitative studies to this area by studying essential information about how teachers and students perceive the environments in which the work. Research on classroom climates has reached a practical and theoretical maturity and this volume offers an account of the developments that have taken place and the potential for understanding the classroom as a vital component of the curriculum. This book will also be an essential resource tool for anyone engaged in classroom research.

Download or read book Applied Linguistics and Language Teacher Education written by Nat Bartels and published by Springer Science & Business Media. This book was released on 2006-07-02 with total page 435 pages. Available in PDF, EPUB and Kindle. Book excerpt: Applied Linguistics and Language Teacher Education is aimed at applied linguists who are interested in understanding more about the learning of novice teachers in their classes. The 21 studies in this volume provide information on the complexity of novice teachers learning and use of knowledge in a variety of applied linguistics classes such as SLA, Syntax, Pragmatics, Sociolinguistics, Phonetics and Phonology, L2 Reading and Writing, Testing, and Content Based Instruction. These studies were conducted in a variety of contexts, from North and South America to Europe, Asia and Australia, and look at the preparation of teachers of English, Spanish and Chinese. The book also includes a state-of-the-art summary of research on knowledge acquisition and use which provides applied linguists with a solid basis for developing their ideas about their students learning and use of the knowledge presented in their classes.

Download or read book International Handbook of Research on Teachers Beliefs written by Helenrose Fives and published by Routledge. This book was released on 2014-08-21 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Expanding Individual Difference Research in the Interaction Approach written by Laura Gurzynski-Weiss and published by John Benjamins Publishing Company. This book was released on 2017-12-12 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors demonstrates why investigating the individual differences of all interlocutors with whom learners interact – including peer and heritage learners, instructors, researchers, and native speakers – is critical to understanding how second and foreign languages are taught and learned. Through state-of-the-art syntheses detailing what is known about learners and instructors, and novel empirical studies highlighting new avenues of inquiry, the volume articulates the most pressing needs for individual difference research. The book concludes with a scoping review, which reveals the many interlocutors still yet to be empirically considered and outlines next steps for this research. Uniquely combining linguistic theory, research synthesis, and empirical study, this book encourages students and established scholars alike to expand their conceptualization of individual differences. By demonstrating the importance of considering the individual differences of all interlocutors, the studies are also highly relevant to those teaching second and foreign languages in diverse contexts.

Download or read book The Factors Impacting on Teacher s Decision Making When Handling Language Form in the University Language Classroom written by CLAUDIA LYNNE. KEH and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Factors Impacting on Teacher''s Decision-making When Handling Language Form in the University Language Classroom" by Claudia Lynne, Keh, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Teacher cognition-what teachers think, know and believe--has been found to directly impact the decisions teachers make in the classroom. The relationship between teaching cognition and practice is seen to be interrelated and complex, although not always consistent (Basturkmen, 2012). This qualitative study investigated the planned and unplanned form-focused decisions of four university English language teachers in an EAP (English for Academic Purposes) course-three local non-native English speaking teachers (NNESTs) and one non-local native English speaking teacher (NEST)-and their students'' responses to those decisions (including grammar, vocabulary and pronunciation following Doughty & Williams, 1998). The data collection instruments of this multiple case study included non-participant observations, stimulated recall semi-structured interviews of the four teachers and focus groups representing each teacher''s class. The findings reveal that the students'' responses-anticipated, perceived or actual-factored heavily into the decisions teachers made, both planned and unplanned. Generally, the teachers expected resistance from students to any grammar focus, although the teachers believed that such a focus was still necessary. The students also recognized a need for grammar instruction but in contrast to the teachers'' beliefs, the students were not resistant to grammar instruction per se, but rather resistant to grammar that was "too basic" and/or presented in a manner too similar to their past secondary schooling. More specifically, the teachers'' perception and anticipation of student responses (and resistance) stemmed from students'' evaluation of the teacher and SET scores, shared background with the students (linguistic, educational, cultural), and previous teaching experiences, which included previous experiences teaching the course (or lack thereof). It was found that concern for students'' responses were regarded more seriously than the course textbook or curriculum (and approach) prescribed by the course coordinators was revealed in the decisions the teachers made. Another factor influencing form-focused decision-making was the teachers'' language learning experiences particularly those of the NNESTs. These teachers demonstrated the strategies that helped them be successful in their own language learning with regard to acquisition of grammar and grammatical accuracy. Professional education was also seen to influence the decisions teachers made, especially when their language learning experiences were congruent with the messages given in their professional education courses. The unplanned data revealed that most of the decisions to divert from the lesson in progress were initiated by the teachers in order to address problems with accuracy (reactive feedback), to take up an opportunity to provide grammar instruction, and in one salient case to respond to (mis)perceived student confusion. The data also revealed some unplanned episodes that were student, rather than teacher initiated. In these cases the teacher was seen to react to the episode as more positively (as an opportunity) or more negatively (as a threat) depending on factors related to the teaching Self (Kumaravadivelu, 2012), and the teacher''s anticipation of, or preparedness to handle the student query. DOI: 10.5353/th_b5690652 Subjects: Language a

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Reading and Teacher Beliefs written by Xinyu Mo and published by Springer Nature. This book was released on 2020-09-30 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.

Download or read book The Relationship Between Personal Beliefs and Pedagogy written by Kimberly Nolan and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on teachers' professional development has examined teachers' education, beliefs and behaviors. The purpose of this qualitative study was to investigate how personal belief system theory is connected with teacher perceptions of pedagogy and classroom environments in a private adult learning facility for English learning in Macau, China. The participants in this study were classroom teachers in a learning community who believed in collaborating to create environments for best practices. Two main research questions guided this study: 1) What is the relationships between teachers’ personal belief systems and their classroom practice; and 2) How do teachers' educational experiences as K-12 affect their pedagogy at adult English language learning programs? Three types of data collection methods were employed: interview, classroom observation, and field note markings. The findings of this study described teachers' utilizing 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 research study contributes to the personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervising. The beliefs of teachers influenced their understanding about teaching, as well as their classroom practices.

Download or read book Teachers Beliefs and Classroom Practices written by Ziad Shatat and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main purpose of this exploratory study was to investigate teachers' beliefs towards grammar teaching and their practices when teaching grammar in EFL classrooms. It aimed to collect evidence of their instructional practices and examine the relationships between their thoughts and actions. Furthermore, it attempted to stand on the probable contextual factors that influence the transformation of beliefs into practice. All the teachers involved in this study were Arabs, teaching English language in government preparatory schools in Sharjah. In the first stage of the study, 46 in-service teachers were invited to fill in a self-report questionnaire to elicit their beliefs and classroom practices regarding grammar teaching. In the second stage, two semi structured interviews were conducted with these teachers to gain deeper understanding of their personal opinions, beliefs and perspectives. The findings revealed that teachers undeniably have a set of multifaceted beliefs regarding the eight beliefs dimensions under study including the grammar role in learning, grammar approaches, grammar practising, error treatment, the use of grammatical terminology and students' first language.