Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach

Autor/in	Nishino, Takako
Titel	Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach
Quelle	In: Modern Language Journal, 96 (2012) 3, S.380-399 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/j.1540-4781.2012.01364.x
Schlagwörter	Self Efficacy; Teaching Methods; English (Second Language); Secondary School Teachers; High Schools; Surveys; Interviews; Correlation; Teacher Attitudes; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Path Analysis; Schemata (Cognition); Questionnaires; Language Teachers; Classroom Techniques; Observation; Japan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Korrelation; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Pfadanalyse; Cognition; Schema; Kognition; Fragebogen; Language teacher; Sprachunterricht; Klassenführung; Beobachtung
Abstract	This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best-fitting model indicated that Student-Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-Efficacy, and Exam-Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants' learning experiences, in-service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices. (Contains 11 notes, 5 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10