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: The modern language journal, 96 (2012) 3, S. 380-399 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Abbildungen 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0026-7902; 1540-4781
DOI	10.1111/j.1540-4781.2012.01364.x
Schlagwörter	Empirische Forschung; Fragebogen; Einstellung (Psy); Lehrer; Unterrichtsforschung; Kommunikativer Ansatz; Japan
Abstract	The 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. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2013/2