Teachers' beliefs and classroom practices on the use of video in English language teaching
Teachers' beliefs and classroom practices on the use of video in English language teaching
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教师在英语教学中使用视频的信念和课堂实践
DOI：
10.24815/siele.v8i2.19214
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发表时间：
2021
影响因子：
--
通讯作者：
Aisah Apridayani
中科院分区：
文献类型：
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作者：
Budi Waluyo;Aisah Apridayani
在过去的十年里，人们越来越有兴趣探索为什么教师决定在他们的教学实践中使用和不使用一种技术工具。教师的信念似乎是影响的因素之一，然而，关于是什么导致教师的信念与他们的课堂实践之间的一致性和不一致性，特别是在使用技术方面，人们仍然知之甚少。因此，为了解决这一差距，本研究调查了教师对视频的信念和他们在英语教学中使用视频的情况，以及导致教师关于视频的教学信念与他们的课堂实践不一致的关键因素。研究采用定性研究设计，访谈对象为印度尼西亚一家私立教育机构的英语教师。收集的数据通过使用单独的主题代码和新兴主题进行了分析。调查结果显示，教师对英语教学中使用视频的看法是积极的，但与他们在实践中使用视频的情况不一致。研究发现，教师对视频的教学信念与他们在课堂教学中使用视频之间存在不一致的四个关键因素，分别是教学理念、教师的知识和技能、教学工具和阅读文献。因此，在教学上，研究结果暗示，教师的信念和课堂实践可以通过解决四个潜在因素而联系起来。
In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.