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The origin and impact of an ESL teacher’s beliefs on curriculum design
Asia Pacific Journal of Education ( IF 1.478 ) Pub Date : 2020-11-04 , DOI: 10.1080/02188791.2020.1832043
Jin-Jy Shieh 1 , Barry Lee Reynolds 1, 2
Affiliation  

ABSTRACT

Teachers in institutions of higher education have a very high degree of freedom when designing curricula. They make decisions on learning objectives, content, content organization, teaching arrangement, and assessment. Teachers’ beliefs regarding curriculum design affect decision-making and planning processes, teaching approaches, and their relationships with students. This study aimed to examine the role beliefs played in influencing an English as a Second Language (ESL) teacher’s curriculum design. The teacher’s beliefs, their origins, and their impact on curriculum design were investigated through the analysis of in-depth interview transcripts, course outlines, teaching and learning materials, and teaching reflection notes. The results of the analysis revealed that the ESL teacher believed that an ESL curriculum should be balanced, authentic, and enjoyable. While teaching experiences, article reading, and personal interests were shown to have shaped the ESL teacher’s beliefs, the most significant influencer was his personal experiences in a postgraduate Teaching English to Speakers of Other Languages teacher education programme. This finding underscores that quality curricula will bring about positive learning experiences, which, in turn, will lead to better curriculum design.



中文翻译:

ESL教师信念对课程设计的起源及影响

摘要

高等院校教师在课程设计上有非常高的自由度。他们就学习目标、内容、内容组织、教学安排和评估做出决定。教师对课程设计的信念会影响决策和规划过程、教学方法以及他们与学生的关系。本研究旨在检验信念在影响英语作为第二语言 (ESL) 教师的课程设计中所起的作用。通过对深度访谈笔录、课程大纲、教学材料和教学反思笔记的分析,调查了教师的信念、起源及其对课程设计的影响。分析结果显示,ESL 老师认为 ESL 课程应该是平衡的、真实的、和愉快。虽然教学经验、文章阅读和个人兴趣已被证明塑造了 ESL 教师的信念,但最重要的影响因素是他在向讲其他语言的人教授英语的研究生教师教育计划中的个人经历。这一发现强调了高质量的课程将带来积极的学习体验,这反过来又会导致更好的课程设计。

更新日期:2020-11-04
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