Learner-Driven EFL Curriculum Development at the Classroom Level

Autor/inn/en	Shawer, Saad; Gilmore, Deanna; Banks-Joseph, SusanRae
Titel	Learner-Driven EFL Curriculum Development at the Classroom Level
Quelle	In: International Journal of Teaching and Learning in Higher Education, 20 (2009) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Grounded Theory; Constructivism (Learning); Curriculum Development; Research Design; Participant Observation; Data Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Epistemology; Teaching Methods; Affective Behavior; Qualitative Research; Case Studies; Teacher Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Forschungsdesign; Teilnehmende Beobachtung; Auswertung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung
Abstract	This qualitative study examines the learner-directed motives that cause English as a Foreign Language (EFL) teachers to approach curriculum differently, as curriculum-transmitters, curriculum-developers, or curriculum-makers. This study's conceptual framework was grounded in teacher curriculum development, curriculum implementation, curriculum-making, student cognitive and affective change, and social constructivism. The study made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents), and methodology (using idiographic methodology and instruments). The research design involved qualitative case studies (Yin, 1994) as the research strategy and general interviews, pre- and post-lesson interviews, group interviews, and participant observation. Grounded theory was the data analysis approach. Based on work with college students from various countries, the study concluded that learner-directed motives, particularly student schematic, affective, pragmatic, and subject-content needs had significantly driven EFL teachers to implement various curricula. Learner content styles were also found to have an impact on the ways teachers approach curriculum. The results indicated positive relationships between learner-directed motives and the teacher curriculum-developer and curriculum-maker's approaches. In contrast, negative relationships between learner-directed motives and the teacher curriculum-transmitter's approach were established. The study provides recommendations for curriculum development, teacher education and future research. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10