Literaturnachweis - Detailanzeige
| Autor/inn/en | Nazari, Mostafa; Boustani, Azadeh; Sheikhi, Mohammad |
|---|---|
| Titel | A Case Study of the Impact of a Teacher Education Course on Two Iranian EFL Teachers' Beliefs and Practices about Grammar Teaching |
| Quelle | In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 13 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2363-5169 |
| DOI | 10.1186/s40862-022-00142-9 |
| Schlagwörter | Teacher Education; Foreign Countries; English (Second Language); Second Language Learning; Teacher Attitudes; Teaching Methods; Grammar; Language Teachers; Attitude Change; Iran |
| Abstract | Despite the substantial growth of research on teachers' beliefs and practices in the past decades, little research has examined the impact of teacher education on in-service teachers' grammar beliefs and practices. The present study aimed to fill part of this gap in relation to two Iranian novice EFL teachers. Data were collected before and after a grammar-oriented teacher education course from semi-structured interviews and classroom observations. The findings showed that the course influenced the teachers' beliefs to move from a more teacher-fronted approach toward an approach that marked attention to the importance of learners' socioemotional states. Moreover, the teachers' practices after the course featured more attention to the collaborative and pragmatic aspects of grammar instruction. Based on the findings, we provide several implications for teacher education, which highlight the role of sociocultural and personal dimensions in programs that are structured around grammar instruction. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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