THE EFFECTIVE TEACHER OF ENGLISH: AN EXPLORATORY QUALITATIVE STUDY OF INDIAN ENGLISH TEACHERS’ BELIEFS
THE EFFECTIVE TEACHER OF ENGLISH: AN EXPLORATORY QUALITATIVE STUDY OF INDIAN ENGLISH TEACHERS’ BELIEFS
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有效的英语教师：对印度英语教师信念的探索性定性研究
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发表时间：
2020
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通讯作者：
Jason Anderson
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作者：
Jason Anderson
教师对教学和学习的信念是众所周知的重要影响，无论是在他们的课堂实践和他们接受创新和变化的可能性（博格2018;理查森1996）。有证据表明，这些信念因国家和文化而异（亚历山大2000; Schweisfurth 2013），这是导致许多作者（包括外语和第二语言教学领域的作者）认为需要语境适当的教学法的因素之一（例如Holliday 1994）。尽管印度今天是世界上最大的教育体系（安德森& Lightfoot 2019），值得注意的是，很少有研究已经进行了印度教师的信念（Brinkmann 2015），在研究文献中，本研究旨在填补一个明显的空白。特别是在英语教学领域，这在印度的殖民时期有着根深蒂固的历史（Kumar 2005），并经常涉及语言和文学的结合教学，这样的研究很可能会告知目前正在印度进行的教育举措的稳定流（例如，英国理事会2016; Mody 2013; TEJAS 2019），其成功将部分取决于其与教师先前信念的兼容程度（Lamb 1995）。这项研究也将告知教师的信念和（社会）文化背景之间的关系的理解（亚历山大2000;胡2002）。为了实现这些目标，本研究调查了印度的英语教师和教师教育工作者的信念，通过一个特定的实践社区（CoP; Lave & Wenger 1991）的课堂实践，个人属性和想象中的有效的印度英语教师的信念。它使用一个原始的，定性的调查工具，以产生一个有效的教师“原型”（斯滕贝格和霍瓦特1995），比较这与以前的研究，无论是在印度和其他国家，并讨论教师教育和发展的影响。
Introduction Teachers’ beliefs about teaching and learning are known to be important influences, both on their classroom practice and on the likelihood of their being receptive to innovation and change (Borg 2018; Richardson 1996). There is evidence that these beliefs vary between countries and cultures (Alexander 2000; Schweisfurth 2013), one of the factors that has caused a number of authors, including within foreign and second language teaching, to argue for the need for contextappropriate pedagogy (e.g. Holliday 1994). Despite India today being the largest education system in the world (Anderson & Lightfoot 2019), it is notable that very little research has been conducted into Indian teachers’ beliefs (Brinkmann 2015), a clear gap in the research literature that this study aims to fill. Particularly in the field of English language teaching, which has a deep-rooted history in India’s colonial period (Kumar 2005) and frequently involves the combined teaching of language and literature, such research is likely to inform the steady stream of educational initiatives currently taking place in India (e.g. British Council 2016; Mody 2013; TEJAS 2019), the success of which will depend, in part, on the extent of their compatibility with teachers’ prior beliefs (Lamb 1995). The study will also inform understandings of the relationship between teachers’ beliefs and (socio)cultural contexts (Alexander 2000; Hu 2002). In order to achieve these aims, this study investigates the beliefs of English language teachers and teacher educators in India regarding the classroom practices, personal attributes and beliefs of an imagined effective Indian teacher of English through a specific community of practice (CoP; Lave & Wenger 1991). It uses an original, qualitative survey instrument to produce an effective teacher ‘prototype’ (Sternberg & Horvath 1995), comparing this to prior studies, both in India and other countries, and discussing implications for teacher education and development.