Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach
Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach
复制标题
在情境中模拟教师的信念和实践：多种方法
DOI：
10.1111/j.1540-4781.2012.01364.x
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
T. Nishino
中科院分区：
文献类型：
--
作者：
T. Nishino
摘要本研究旨在探讨日本高中教师的交际性语言教学信念、实践与社会教育因素之间的关系。采用了多种方法，包括调查、访谈和课堂观察。一份教师信念问卷被随机发送到188所日本高中，有139名教师回答。此外，我们还观察了4位日本高中教师所教的12节英语课，重点关注他们如何使用交际活动。同样的4名教师随后接受了采访。基于Borg（2003）的教师认知概念框架的路径模型进行了测试。最佳拟合模型表明，学生相关交际条件直接影响课堂实践，积极的CLT信念通过CLT自我效能间接影响课堂实践，考试相关期望直接和间接影响课堂实践。访谈和观察结果显示，参与者的学习经历、在职培训和情境因素（如大学入学考试）影响了他们的信念和行为。[摘自作者]
This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best-fitting model indicated that Student-Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-Efficacy, and Exam-Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants' learning experiences, in-service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices. [ABSTRACT FROM AUTHOR]
影响因子：
3.9
作者：
Kazuyoshi Sato;R. Kleinsasser
通讯作者：
Kazuyoshi Sato;R. Kleinsasser
日本教育中英语语言评估的150年历史
DOI：
--
发表时间：
2008
期刊：
Language Testing 25
影响因子：
--
作者：
Takahashi;Miyuki;Yanagi;Yoshikazu;et. al.;Miyuki Sasaki
通讯作者：
Miyuki Sasaki