A Change in Teaching Philosophy: The Effects of Short-Term Teaching Immersion on English Teaching Beliefs and Practice

Autor/in	Wong, Ruth Ming Har
Titel	A Change in Teaching Philosophy: The Effects of Short-Term Teaching Immersion on English Teaching Beliefs and Practice
Quelle	In: Teacher Education and Practice, 26 (2013) 1, S.43-62 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Foreign Countries; Teaching (Occupation); Career Development; Beliefs; Reliability; Educational Philosophy; Conflict; Communicative Competence (Languages); Grammar; Instruction; Vocabulary Development; Teacher Attitudes; Hypothesis Testing; Psychological Patterns; Immersion Programs; Study Abroad; English (Second Language); Second Language Instruction; Graduate Study; Teacher Effectiveness; Teaching Methods; Context Effect; Teacher Behavior; Behavior Change; Teacher Student Relationship; Cultural Differences; Job Satisfaction; Australia; China; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Teaching; Lehrberuf; Berufsentwicklung; Belief; Glaube; Reliabilität; Bildungsphilosophie; Erziehungsphilosophie; Konflikt; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Grammatik; Teaching process; Unterrichtsprozess; Wortschatzarbeit; Lehrerverhalten; Hypothesenprüfung; Hypothesentest; Immersionsprogramm; Studies abroad; Auslandsstudium; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Australien; Hongkong
Abstract	Research has shown that the underlying teaching beliefs or theories of any particular teacher have generally been considered relatively stable and static throughout his or her career. However, this study investigates how one teacher's beliefs regarding both teaching and learning were changed during a short-term study and immersion program abroad. The teacher at the focus of this research was studied over a period of 9 months using interviews and classroom lesson observations. By giving the teacher opportunities to test methodological hypotheses through actual teaching, this study proves that a short-term immersion program can change teacher beliefs and resolve some of the cognitive dissonance about effective teaching. It was found that some of the teacher's fundamental beliefs were challenged and altered, such as those on task-based teaching and learning, as well as learning outcomes. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10