ERIC Number: EJ981161
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0026-7902
EISSN: N/A
Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach
Nishino, Takako
Modern Language Journal, v96 n3 p380-399 Fall 2012
This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best-fitting model indicated that Student-Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-Efficacy, and Exam-Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants' learning experiences, in-service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices. (Contains 11 notes, 5 figures and 2 tables.)
Descriptors: Self Efficacy, Teaching Methods, English (Second Language), Secondary School Teachers, High Schools, Surveys, Interviews, Correlation, Teacher Attitudes, Communicative Competence (Languages), Second Language Learning, Second Language Instruction, Path Analysis, Schemata (Cognition), Questionnaires, Language Teachers, Classroom Techniques, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A