Elementary School English Teachers' Beliefs and Classroom Practice Regarding Alternative Curricula

Autor/in	Chien, Chin-Wen
Titel	Elementary School English Teachers' Beliefs and Classroom Practice Regarding Alternative Curricula
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 2, S.153-166 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chien, Chin-Wen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1845701
Schlagwörter	Elementary School Teachers; Language Teachers; English (Second Language); Teacher Attitudes; Classroom Techniques; Foreign Countries; Curriculum Development; Educational Innovation; Curriculum Implementation; Nontraditional Education; Second Language Instruction; Taiwan + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Klassenführung; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Non-traditional education; Alternative Erziehung; Fremdsprachenunterricht
Abstract	This study analyzes interviews, observations, and documents to explore eight Taiwanese elementary school English teachers' beliefs and classroom practices regarding the alternative curriculum, the school-based curriculum of alternative learning required courses under Taiwan's 12-Year Basic Education plan. A conceptual framework on curriculum innovation based on empirical studies is proposed and the study has the following conclusions. A lack of congruence between government intention and the delivery in classrooms in pilot schools occurs due to English teachers' beliefs. Four major problems are raised during the design and implementation of the alternative curriculum, including teachers' conflicting beliefs about subject matter content knowledge, curriculum knowledge, language for instruction, and assessments. Trainings and professional learning for fostering teachers' professional identity and competence are recommended for effective designs and implementations of the alternative curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01