Why should we investigate secondary school teacher beliefs and teacher perceptions of English language teaching?
Main Article Content
Abstract
Abstract. The aim of this paper is to make an argumentation on why researchers should start from seeking teacher beliefs and teacher perceptions related to the teaching career. It is organized around three main points: (1) the re-examination of terms related to all perspectives of beliefs and perceptions of teachers in general and teachers of English in particular; (2) the current state of English language teaching in Vietnamese secondary schools; and (3) the importance of studying teacher belief and teacher perceptions of teachers of English about curriculum, textbooks and teaching methodology.
Keywords: Teacher beliefs, teacher perceptions, ELT, TBLT.Article Details
References
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[7] Cuban, L., How teachers taught: Constancy and change in American classrooms: 1890-1990 (2nd ed.), Teachers College Press, New York, 1993.
[8] Allwright, R. L., Observation in the Language Classroom, London: Longman, 1988.
[9] L.V.Canh, Understanding Foreign Language Teaching Methodology, Nha xuat ban Dai hoc Quoc gia Ha Noi, Hanoi, 2004.
[10] Nespor, J., The role of beliefs in the practice of teaching, Journal of curriculum Studies, 19 (1987) 317.
[11] Grossman, P. M., S. M. Wilson & L. S. Shulman, Teachers of substance: Subject matter knowledge for Teaching. In M. C. Reynolds (Ed.), Knowledge Base for The Beginning Teacher (pp. 23−36), Pergamon, Oxford, 1989.
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[14] Mori, Y., Sato, K., & Shimizu, H., Japanese language students’ perceptions on kanji learning and their relationship to novel kanji word learning ability, Language Learning, 57 (2007) 57.
[15] Willis, J., A Framework for Task-Based Learning, Harlow, Essex: Addison Wesley Longman, Longman, 1996b.
[16] Willis, J., Task-based learning? What kind of adventure? Retrieved April 22, 2005 from http://langue.hyper.chubu.ac/jp/jalt/pub/tlt/98/jul/willis.html. 1998b.
[17] Bo Giao duc va Dao tao, Tieng Anh 10, Nxb Giao duc, Hanoi, 2010.
[18] Bo Giao duc va Dao tao, Tieng Anh 11, Nxb Giao duc, Hanoi, 2010.
[19] Bo Giao duc va Dao tao, Tieng Anh 12, Nxb Giao duc, Hanoi, 2010.
[20] Bransfort, J.D., Brown, A.L., Cockling, R.R., How people learn: Brain, Mind, Experience, and School, National Academies Press, Washington, 1999.
[21] Stern, H. H., Fundamental Concepts of Language Teaching, Oxford University Press, Oxford, 1983.
[22] Schulz, R. A., Cultural differences in students and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Columbia, The Modern Language Journal, 85 (2001) 244.
[23] Stipek, D. & Byler, P., Early childhood education teachers: do they practice what they preach? Early Childhood Research Quarterly, 12 (1997) 306.
[2] Kagan, D., Ways of evaluating teacher cognition: inferences concerning the Goldilocks principle, Review of Educational Research, 60 (1990) 419.
[3] Pajares, M. F., Teachers’ beliefs and educational research: cleaning up a messy construct, Review of Educational Research, 62 (1992) 307.
[4] Borg, S., Studying teacher cognition in second language grammar teaching, System, 27 (1999a) 19.
[5] Borg, S., Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do, Language Teaching, 36 (2003) 81.
[6] Verloop, N., J. Van Driel & P. C. Meijer, Teacher knowledge and the knowledge base of teaching, International Journal of Educational Research, 35 (2001) 441.
[7] Cuban, L., How teachers taught: Constancy and change in American classrooms: 1890-1990 (2nd ed.), Teachers College Press, New York, 1993.
[8] Allwright, R. L., Observation in the Language Classroom, London: Longman, 1988.
[9] L.V.Canh, Understanding Foreign Language Teaching Methodology, Nha xuat ban Dai hoc Quoc gia Ha Noi, Hanoi, 2004.
[10] Nespor, J., The role of beliefs in the practice of teaching, Journal of curriculum Studies, 19 (1987) 317.
[11] Grossman, P. M., S. M. Wilson & L. S. Shulman, Teachers of substance: Subject matter knowledge for Teaching. In M. C. Reynolds (Ed.), Knowledge Base for The Beginning Teacher (pp. 23−36), Pergamon, Oxford, 1989.
[12] Woods, D., Teacher Cognition in Language Teaching, Cambridge University Press, Cambridge, 1996.
[13] Calderhead, J., Teachers: Beliefs and knowledge, In D.C. Berliner and R.C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725), Macmillan, New York, 1996.
[14] Mori, Y., Sato, K., & Shimizu, H., Japanese language students’ perceptions on kanji learning and their relationship to novel kanji word learning ability, Language Learning, 57 (2007) 57.
[15] Willis, J., A Framework for Task-Based Learning, Harlow, Essex: Addison Wesley Longman, Longman, 1996b.
[16] Willis, J., Task-based learning? What kind of adventure? Retrieved April 22, 2005 from http://langue.hyper.chubu.ac/jp/jalt/pub/tlt/98/jul/willis.html. 1998b.
[17] Bo Giao duc va Dao tao, Tieng Anh 10, Nxb Giao duc, Hanoi, 2010.
[18] Bo Giao duc va Dao tao, Tieng Anh 11, Nxb Giao duc, Hanoi, 2010.
[19] Bo Giao duc va Dao tao, Tieng Anh 12, Nxb Giao duc, Hanoi, 2010.
[20] Bransfort, J.D., Brown, A.L., Cockling, R.R., How people learn: Brain, Mind, Experience, and School, National Academies Press, Washington, 1999.
[21] Stern, H. H., Fundamental Concepts of Language Teaching, Oxford University Press, Oxford, 1983.
[22] Schulz, R. A., Cultural differences in students and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Columbia, The Modern Language Journal, 85 (2001) 244.
[23] Stipek, D. & Byler, P., Early childhood education teachers: do they practice what they preach? Early Childhood Research Quarterly, 12 (1997) 306.