Beliefs, practices, and interactions of teachers in a Japanese high school English department
Beliefs, practices, and interactions of teachers in a Japanese high school English department
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DOI：
10.1016/j.tate.2004.09.004
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发表时间：
2004-11
影响因子：
3.9
通讯作者：
Kazuyoshi Sato;R. Kleinsasser
中科院分区：
文献类型：
--
作者：
Kazuyoshi Sato;R. Kleinsasser
本研究揭示了日本高中学习环境中的学校文化和教师专业发展活动。此外，本研究亦记录了情境、教师信念、教师行为与互动之间的关系。使用多个数据源，包括采访，观察，并从英语系教师的文件，这项为期一年的研究显示，这些英语作为外语教师缺乏许多教师学习的机会，在他们的背景。研究表明，教师合作只会加强现有的做法，削弱教师在这一特定背景下学习教学的动机。本研究为教师教育工作者提供了关于在职教师及其学习环境的证据，以及两者之间关系的意义。
This study reveals the school culture and the teachers’ professional development activities in a Japanese high school learning environment. Furthermore, it documents the relationships among the context, teachers’ beliefs, practices, and interactions. Using multiple data sources including interviews, observations, and documents of teachers from an English department, this yearlong study revealed these English as a Foreign Language teachers lacked many teacher learning opportunities in their context. The study revealed that teacher collaboration only reinforced existing practices, eroding teachers’ motivation to learn to teach in this specific context. The study provides evidence to teacher educators about inservice teachers and their learning environment and the significance of the relationships between the two entities.