Exploring an ESL Teachers' Beliefs and Practices of Teaching Literary Texts: A Case Study in Hong Kong

Autor/inn/en	Cheung, Anisa; Hennebry-Leung, Mairin
Titel	Exploring an ESL Teachers' Beliefs and Practices of Teaching Literary Texts: A Case Study in Hong Kong
Quelle	In: Language Teaching Research, 27 (2023) 1, S.181-206 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Anisa) ORCID (Hennebry-Leung, Mairin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820933447
Schlagwörter	Language Teachers; Second Language Learning; Second Language Instruction; Schemata (Cognition); Teacher Attitudes; Emotional Response; English (Second Language); English Literature; Teaching Methods; Lesson Plans; Foreign Countries; Correlation; Case Studies; Secondary School Teachers; Role; Hong Kong + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Cognition; Schema; Kognition; Lehrerverhalten; Emotionales Verhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Englische literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Ausland; Korrelation; Case study; Fallstudie; Case Study; Rollen; Hongkong
Abstract	Although much has been written about the relationship between teachers' beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher's beliefs and practices about teaching literary texts, drawing on Zembylas' three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teacher's beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01