Teacher Beliefs and Intentions regarding the Instruction of English Grammar under National Curriculum Reforms: A Theory of Planned Behaviour Perspective

Autor/in	Underwood, Paul R.
Titel	Teacher Beliefs and Intentions regarding the Instruction of English Grammar under National Curriculum Reforms: A Theory of Planned Behaviour Perspective
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 6, S.911-925 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.04.004
Schlagwörter	Foreign Countries; National Curriculum; Grammar; Secondary School Teachers; Social Influences; Misconceptions; Curriculum Development; High Stakes Tests; Beliefs; Behavior Theories; English (Second Language); Second Language Instruction; Adoption (Ideas); Language Teachers; Secondary School Curriculum; Prediction; Educational Change; Educational Policy; Teacher Attitudes; Teacher Behavior; Japan + Suchen Sie Ihr Suchwort? Ausland; Grammatik; Sozialer Einfluss; Missverständnis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Belief; Glaube; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Ideas; Ideenfindung; Language teacher; Sprachunterricht; Vorhersage; Bildungsreform; Politics of education; Bildungspolitik; Lehrerverhalten; Teacher behaviour
Abstract	While numerous studies in mainstream education have drawn on the Theory of Planned Behaviour to investigate curriculum impact, in English Language Teaching contexts such research is scant. This study applies the theory to anticipate the impact of the Japanese national curriculum for English, by exploring the beliefs of senior high school teachers regarding the integration of grammar with communication-oriented teaching. The findings imply that for some teachers, adoption will be hindered, firstly, by misconceptions regarding high-stakes examinations, resulting in unfavourable attitudes and perceptions of social pressure to reject reform; and secondly, by insufficient resources, such as time and training. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10