Araştırma Makalesi
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THE ROLE OF TEACHERS’ EXPERIENCES IN THE CONSTRUCTION OF THEIR KNOWLEDGE AND BELIEFS: A CASE STUDY OF ENGLISH LANGUAGE TEACHING IN MEXICO

Yıl 2017, Cilt: 5 Sayı: 1, 447 - 461, 30.04.2017

Öz

The present article drew on a larger interpretivist case study research of the role of teachers’ knowledge and beliefs in their teaching practices. It was constructed with the participation of four teachers that studied the same BA in ELT program and worked in the same state university in Mexico. The purpose of this article is to raise awareness of the role of learning and teaching experiences in the development of teachers’ knowledge and beliefs and of their implications for language teacher education. Observations, interviews, conversations, class video recordings and teachers’ journals were the methods used for the collection of the data. The case study not only shows that teachers’ knowledge, beliefs and teaching practices inform each other persistently in a dynamic process but also illustrates the significant role that learning and teaching experiences seem to have in the development of teachers’ knowledge and as sources of their beliefs. Teachers’ teaching practices appear to be mainly supported by their experiential knowledge and driven by their core beliefs; beliefs that are grounded in experience. Awareness of these aspects in the BA in ELT curriculum and in its delivery would enhance the education of future teachers of English as a foreign language.

Kaynakça

  • Andon, N. (2009), What roles do theory and research play in language teaching: A case study on the task base approach in language teaching, unpublished PhD thesis, King’s College London.
  • ANUIES (2012), Asociación Nacional de Universidades e Instituciones de Educación Superior, Catálogo de Carreras de Licenciatura y Posgrado, http://www.anuies.mx/servicios/c_licenciatura/index2.php Accessed 4, February 2013.
  • Borg, S. (1998), Teachers´ Pedagogical Systems and Grammar Teaching: A qualitative study, TESOL Quarterly, Vol. 32, No. 1, Spring 1998.
  • Borg, S. (2003), Teacher Cognition in Language Teaching: A review of research on what language teachers think, know, believe, and do, (United Kingdom: CUP).
  • Breen, M., Hird, B., Milton, M., Oliver, R. and Thwaite, A. (2001), Making Sense of Language Teaching: Teachers` principles and classroom practices. Applied Linguistics 22/4: 470-501 OUP.
  • Cresswell, J. (2007), Qualitative Inquiry and Research design: Choosing among five approaches, (Second edition) (USA: SAGE Publications Inc.).
  • Da Silva, H. (2008), La Investigación-acción y la Formación Teórico-crítica del Docente de Lenguas Extranjeras. (México: Universidad Nacional Autónoma de México).
  • Diaz Maggioli, G. (2012), Teaching Language Teachers: Scaffolding Professional Learning, (Lanham: Rowman and Littlefield).
  • Dunkin, M. (2002), Novice and Award-winning Teachers` Concepts and Beliefs in N. Hativa (Ed.), Teacher Thinking and Knowledge in Higher Education, (The Netherlands: Kluwer Academic Publishers). Eraut, M. (2000), Non-formal Learning and Tacit Knowledge in the Workplace, British Journal of Educational Psychology, 70, 113–136.
  • Eraut, M. (2004), Informal Learning in the Workplace, Studies in Continuing Education, Vol. 26, No. 2, 247-273.
  • Freeman, D. (1996), Redefining the Relationship between Research and what Teachers Know in K. Bailey and D.
  • Nunan (Eds.), Voices from the Language Classroom, (USA: CUP).

THE ROLE OF TEACHERS’ EXPERIENCES IN THE CONSTRUCTION OF THEIR KNOWLEDGE AND BELIEFS: A CASE STUDY OF ENGLISH LANGUAGE TEACHING IN MEXICO

Yıl 2017, Cilt: 5 Sayı: 1, 447 - 461, 30.04.2017

Öz

Kaynakça

  • Andon, N. (2009), What roles do theory and research play in language teaching: A case study on the task base approach in language teaching, unpublished PhD thesis, King’s College London.
  • ANUIES (2012), Asociación Nacional de Universidades e Instituciones de Educación Superior, Catálogo de Carreras de Licenciatura y Posgrado, http://www.anuies.mx/servicios/c_licenciatura/index2.php Accessed 4, February 2013.
  • Borg, S. (1998), Teachers´ Pedagogical Systems and Grammar Teaching: A qualitative study, TESOL Quarterly, Vol. 32, No. 1, Spring 1998.
  • Borg, S. (2003), Teacher Cognition in Language Teaching: A review of research on what language teachers think, know, believe, and do, (United Kingdom: CUP).
  • Breen, M., Hird, B., Milton, M., Oliver, R. and Thwaite, A. (2001), Making Sense of Language Teaching: Teachers` principles and classroom practices. Applied Linguistics 22/4: 470-501 OUP.
  • Cresswell, J. (2007), Qualitative Inquiry and Research design: Choosing among five approaches, (Second edition) (USA: SAGE Publications Inc.).
  • Da Silva, H. (2008), La Investigación-acción y la Formación Teórico-crítica del Docente de Lenguas Extranjeras. (México: Universidad Nacional Autónoma de México).
  • Diaz Maggioli, G. (2012), Teaching Language Teachers: Scaffolding Professional Learning, (Lanham: Rowman and Littlefield).
  • Dunkin, M. (2002), Novice and Award-winning Teachers` Concepts and Beliefs in N. Hativa (Ed.), Teacher Thinking and Knowledge in Higher Education, (The Netherlands: Kluwer Academic Publishers). Eraut, M. (2000), Non-formal Learning and Tacit Knowledge in the Workplace, British Journal of Educational Psychology, 70, 113–136.
  • Eraut, M. (2004), Informal Learning in the Workplace, Studies in Continuing Education, Vol. 26, No. 2, 247-273.
  • Freeman, D. (1996), Redefining the Relationship between Research and what Teachers Know in K. Bailey and D.
  • Nunan (Eds.), Voices from the Language Classroom, (USA: CUP).
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Maria E. Lemus-hidalgo Bu kişi benim

Yayımlanma Tarihi 30 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 1

Kaynak Göster

APA Lemus-hidalgo, M. E. (2017). THE ROLE OF TEACHERS’ EXPERIENCES IN THE CONSTRUCTION OF THEIR KNOWLEDGE AND BELIEFS: A CASE STUDY OF ENGLISH LANGUAGE TEACHING IN MEXICO. International Journal of Languages’ Education and Teaching, 5(1), 447-461.