Araştırma Makalesi
BibTex RIS Kaynak Göster

English Teacher – Educators’ Approaches and Practices: A Case Study in Three Different Contexts

Yıl 2017, Cilt: 5 Sayı: 3, 434 - 450, 30.09.2017

Öz

The present article drew on a larger interpretivist case study research on the knowledge, beliefs, approaches and practices of the language teacher educator in three different contexts. It was constructed with the participation of seven educators of teachers of English as a foreign language. Four of them worked in two different Mexican universities which were in distinct parts of the country, and three educators worked for a Spanish university; all of them taught theoretical and practical courses of an English language teaching program. The purpose of this article is to raise awareness of the similarities and differences in the approaches and practices developed by the language teacher–educators. Questionnaires, observations, interviews and video recordings were the methods used for the collection of the data. The case study shows that, according to the participants’ opinions, the teacher -educators tend to a learning centred approach in Mexico whereas the teacher educators in Spain combine teaching strategies of both approaches: Content centred approach and learning centred approach. Nevertheless, the teaching practices of all the case study teacher educators are similar despite the differences of contexts, and they are mainly representative of the Learning-focused approach to teaching.

Kaynakça

  • Andrews, S. (2003). Just like Instant Noodles: L2 Teachers and their Beliefs about Grammar Pedagogy, Teachers and Teaching, Vol. 9, No. 4, pp. 351-375.
  • 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Roles do Theory and Research Play in Language Teaching: A Case Study on the Task Base Approach in Language Teaching, unpublished Ph.D. thesis, King’s College, London.
  • ANUIES (2017). Asociación Nacional de Universidades e Instituciones de Educación Superior, Catálogo de Carreras de Licenciatura y Posgrado,
  • Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do, (United Kingdom: CUP).
  • Creswell, J. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches, (Second edition). USA: SAGE Publications Inc.
  • Creswell, J. (2009), Research Design: Qualitative, Quantitative and Mixed Methods Approaches, (Third edition). USA: SAGE Publications Inc.

English Teacher – Educators’ Approaches and Practices: A Case Study in Three Different Contexts

Yıl 2017, Cilt: 5 Sayı: 3, 434 - 450, 30.09.2017

Öz

Kaynakça

  • Andrews, S. (2003). Just like Instant Noodles: L2 Teachers and their Beliefs about Grammar Pedagogy, Teachers and Teaching, Vol. 9, No. 4, pp. 351-375.
  • 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 Ph.D. thesis, King’s College, London.
  • ANUIES (2017). Asociación Nacional de Universidades e Instituciones de Educación Superior, Catálogo de Carreras de Licenciatura y Posgrado,
  • Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do, (United Kingdom: CUP).
  • Creswell, J. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches, (Second edition). USA: SAGE Publications Inc.
  • Creswell, J. (2009), Research Design: Qualitative, Quantitative and Mixed Methods Approaches, (Third edition). USA: SAGE Publications Inc.
Toplam 6 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 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 3

Kaynak Göster

APA Lemus-hidalgo, M. E. (2017). English Teacher – Educators’ Approaches and Practices: A Case Study in Three Different Contexts. International Journal of Languages’ Education and Teaching, 5(3), 434-450.