ELT Teachers' Epistemological Beliefs and Dominant Teaching Style: A Mixed Method Research

Autor/in	Soleimani, Neda
Titel	ELT Teachers' Epistemological Beliefs and Dominant Teaching Style: A Mixed Method Research
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 5 (2020), Artikel 12 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-020-00094-y
Schlagwörter	Teaching Styles; Epistemology; Schemata (Cognition); Teacher Attitudes; Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Correlation; Measures (Individuals); Learning Processes + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Erkenntnistheorie; Cognition; Schema; Kognition; Lehrerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Korrelation; Messdaten; Learning process; Lernprozess
Abstract	Despite voluminous studies into teachers' cognition and the role of teachers' beliefs in their practices, not many studies have addressed the impact of teachers' epistemological beliefs (EB, beliefs about the source of knowledge) on their teaching styles. In this study, a mixed design research method was adopted to show English language teachers' epistemological beliefs, teaching styles and possible relationships between EB and teaching styles. To do this, a sample of 200 EFL teachers participated in the quantitative phase of the study to fill out the teaching style inventory (Grasha, Teaching with style, 2002) and epistemological beliefs scale (Chan and Elliott, Teaching and Teacher Education 20:817--831, 2004). In qualitative phase, 20 participants of this sample volunteered to attend the semi-structured interviews. Both quantitative and qualitative analyses indicated that facilitator style is the dominant style of teaching and learners should not assume teachers as mere source of knowledge and should use different resources to learn the language. Regression analyses and interview results showed that EFL teachers teaching style is informed by their EB. Implication and limitation of the research were discussed in detail in the paper. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01