A Comparative Case Study of Homeroom and English Subject Teachers'Respective Beliefs in EFL Teaching at Elementary School Level: Their Patterned Differences and Potential Factors
| Autor: | Chih-ming Chiu, 邱志明 |
|---|---|
| Rok vydání: | 2005 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 93 After the Nine-Year Integrative Curriculum came into effect in October 1998 in Taiwan, implementing English as a Foreign Language (EFL) teaching at the fifth and sixth grades became official and nationwide since the academic year of 2001. However, at the very beginning stage of carrying out this innovative program, some English courses have been taught by EFL homeroom teachers who lack proper EFL teaching training rather than by English subject teachers due to the lack of enough certified English teachers. Since EFL homeroom teachers are playing a particular role in elementary schools in Taiwan, it is necessary to explore whether their teaching beliefs are different from those of English subject teachers and whether these differences can be pinpointed from their teaching practices. To tackle these issues, one EFL homeroom teacher and one English subject teacher were invited to take part in face-to-face interviews. Their teaching practices were also observed and analyzed from six dimensions, including planning, instruction, classroom management, progress monitoring, clinical assistance, and care giving, as proposed by Duke (1987). Results indicated that except for planning, the EFL homeroom teacher: (a) manifested higher expectations for students but less confidence in her English teaching, (b) showed a powerful and positive intention to manage her class, (c) monitored closely the progress of her students and shouldered more responsibility for their learning, and (d) encountered fewer difficulties in offering aids and care. Interestingly, a similarity in both participants’ beliefs in the utility of teacher-centered teaching did exist, and the English subject teacher did express care about students’ characters and everyday behaviors and seemed to reflect the functions of the EFL homeroom teacher. According to the results of students’ mid-term and final exams, the EFL homeroom teacher’s class outperformed other classes taught by the English subject teacher, and thus her students’ abilities were enhanced. Based on these findings, potential factors that exerted influence on their different teaching beliefs and implications for EFL teaching were furnished. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|