An Examination of Teachers' Perceptions and Practice when Teaching Large and Reduced-Size Classes: Do Teachers Really Teach Them in the Same Way?

Autor/in	Harfitt, Gary James
Titel	An Examination of Teachers' Perceptions and Practice when Teaching Large and Reduced-Size Classes: Do Teachers Really Teach Them in the Same Way?
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 1, S.132-140 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.09.001
Schlagwörter	Class Size; Foreign Countries; Teaching Methods; Teacher Attitudes; Educational Environment; English Teachers; Interviews; Secondary Education; Professional Development; English (Second Language); Observation; Educational Strategies; Hong Kong + Suchen Sie Ihr Suchwort? Klassengröße; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Sekundarbereich; English as second language; English; Second Language; Englisch als Zweitsprache; Beobachtung; Lehrstrategie; Hongkong
Abstract	Class size research suggests that teachers do not vary their teaching strategies when moving from large to smaller classes. This study draws on interviews and classroom observations of three experienced English language teachers working with large and reduced-size classes in Hong Kong secondary schools. Findings from the study point to subtle differences between teachers' perceptions and their subsequent classroom practice. Implications for professional practice and development are presented. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10