Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers' Cognitions about Principles of Curriculum Design and Their Own Roles

Autor/inn/en	Rahimi, Muhammad; Zhang, Lawrence Jun; Esfahani, Nasim Nasr
Titel	Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers' Cognitions about Principles of Curriculum Design and Their Own Roles
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 12, S.83-96, Artikel 6 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Education; College School Cooperation; Partnerships in Education; Curriculum Design; Foreign Countries; English (Second Language); Questionnaires; Questioning Techniques; Inservice Teacher Education; Faculty Development; Second Language Instruction; Qualitative Research; Statistical Analysis; Teaching Experience; Curriculum Development; Comparative Analysis; Novices; Iran + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Hochschulpartnerschaft; Lehrplangestaltung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Befragungstechnik; Fragetechnik; Lehrerfortbildung; Fremdsprachenunterricht; Qualitative Forschung; Statistische Analyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers' cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also explored. Data were collected from 40 nonnatives English-speaking EFL teachers using a questionnaire and open-ended questions. The results show that the observed differences between the two groups' cognitions about EFL curriculum design principles were not statistically significant. Results also reveal that both groups believed they lacked the required theoretical knowledge, practical skills, and time and financial resources to develop the classroom-based EFL curriculum and assumed the role of material adapters for themselves. Teachers asserted that they tried to accommodate their students' needs, interests, and other contextual factors through teaching strategies. They expressed aspirations for ongoing support from local scholars and experienced teachers to update their theoretical knowledge and to meet the challenges arising from their teaching contexts. Implied in the teachers' responses was their need for developing a classroom-based EFL curriculum. In light of the findings, we recommend initiating school-university partnership for developing responsive teacher education programmes for preservice as well as in-service teacher education. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01