Teacher Beliefs about Second Language Research and Researchers: Different Roles at Research-Oriented Universities

Autor/inn/en	Sippel, Lieselotte; Sato, Masatoshi
Titel	Teacher Beliefs about Second Language Research and Researchers: Different Roles at Research-Oriented Universities
Quelle	In: Modern Language Journal, 106 (2022) 3, S.583-598 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sippel, Lieselotte) ORCID (Sato, Masatoshi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12797
Schlagwörter	Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Theory Practice Relationship; Graduate Students; Program Administration; College Second Language Programs; College Faculty; Student Attitudes; Factor Analysis; Comparative Analysis; Trust (Psychology); Teacher Role; Administrator Attitudes; Teaching Methods; Prediction; Faculty Development; Research Universities + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Theorie-Praxis-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Schülerverhalten; Faktorenanalyse; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Forschungseinrichtung
Abstract	This study investigated foreign language teachers' beliefs about the research-pedagogy link by focusing on research-oriented universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full-time second language (L2) instructors (n = 69), and language program directors (n = 21). Data were collected via a survey that asked about participants' understanding and use of L2 research. Interview data were used to triangulate the survey results. The survey data were first subjected to exploratory factor analyses. ANOVAs were conducted for each extracted factor to compare the 3 roles. Multiple regression models were tested to identify predictors of participants' beliefs. The factor analysis resulted in a 5-factor solution: (a) usefulness of research, (b) researchers' engagement with teaching, (c) perceived institutional expectations, (d) engagement with research, and (e) trust in research and researchers. Instructors held different beliefs depending on their roles. Overall, program directors held more positive beliefs about L2 research than full-time L2 instructors, and full-time L2 instructors held more positive beliefs than graduate students. Regression models showed that L2 teaching qualification and L2 teacher training experience positively predicted participants' engagement with research. Suggestions for improving the research-pedagogy relationship are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01