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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional identity, teacher education and professional development, English proficiency. After the data were collected from Japanese NNESTs, they were compared and contrasted with their NESTs’ counterparts. The primary goal of this study is to identify the characteristics of Japanese NNESTs’ efficacy and identity and investigate how their individual, educational, cultural, and other social factors influence their efficacy and identity development. Forty six (46) Japanese NNESTs and one hundred and two (102) NESTs who were teaching in the junior high, high school, and college levels in Japan participated in a survey. Five Japanese NNESTs and six NESTs from the three types of grade levels were interviewed. Data analysis procedures comprised a statistical analysis of the survey data and a theme analysis of the interview data, and both data sets were integrated to discover the mixed method findings. There were several major findings from this research. First, there was a positive correlation between Japanese NNESTs’ efficacy, particularly efficacy for instructional strategies, and self-perceived English proficiency. Therefore, higher English proficiency can be a predictor of a higher level of overall teacher efficacy and efficacy for instructional strategies. Second, although Japanese NNESTs’ efficacy for student engagement was lower than efficacy for classroom management and instructional strategies, they demonstrated various strategies for increasing their students’ motivation. Third, their Japanese use in instruction influenced their teacher identity, and being a language model and a behavioral role model was reflected on their Japanese NNESTs’ identity. Finally, college NESTs showed significantly higher teacher efficacy compared to different groups. Both Japanese NNESTs and NESTs’ efficacy and identity were formed by their previous teaching experiences, various roles as teachers, perceptions of Japanese educational system, culture, and students. The conclusion includes suggestions and implications for administrators, teacher educators, and Japanese NNESTs.

This study examines how preservice teachers reflect upon queer pedagogy in relation to their future profession as English teachers. The purpose is to find out if preservice English language teachers consider queer theory to be important in their future profession, and if they do, find out what aspects they think are important, and what aspect could be challenging. Focus group interviews conducted with preservice teachers from Västra Götaland showed that queering English language teaching deemed important to encourage critical thinking, question norms and promote normalization of queer topics and acceptance of others. Results suggest that queer theory should be implemented in a natural way in order to avoid othering. The major concerns of the participants can be summarized as fear of being uninformed, and offending or differentiating students without meaning to. Moreover, many found it challenging to engage in the process of 'queering materials' as there are no clear guidelines or instructions, the responsibility placed on the individual teacher. In conclusion, preservice teachers would benefit from more queer theory courses related to their subjects, and opportunities to actively 'queer' and evaluate materials during their undergraduate teaching programs. This could provide confidence when working with and implementing queer theory in the classroom.

The purpose of the study is to examine how a specific group of English teachers interpret the differences between LPO-94 and LGR-11 which are two separate curriculums in the swedish school system. LGR-11 replaced LPO-94 (in 2011/12) and because of this, I wanted to look into what changes, if any, teachers experienced regarding their methods of teaching as well as how they assess students skills and knowledge. The study also investigates the matter of how teachers perceive the implementation of the new curriculum and how it has affected them in their profession. The study is partly a comparative policy study, regarding the different aspects of how knowledge is defined in the two different curriculums, and partly qualitative, with a number of interviews with English teachers. The teachers interviewed in this study claim that their understanding of the definition of knowledge is shared to a larger extent now and so is their view of the new curriculum which is considered, by most of them, to be more clear and structured than the previous one. This, in turn, gives these six teachers an increased understanding of the policy documents themselves, as well as a feeling that it is easier to track and identify learning progression and also that they have enhanced their assessment abilities. The study shows that the implementation of the new curriculum is perceived as satisfactory by the interviewed teachers who claim the changes have affected their profession in the desired direction and that it has benefited students with regards to both teaching methods and assessment situations.

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Bibliography: pages 78-90. / There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.

The purpose of the present study was to examine the self-perceptions of effective non-native English speaking teachers (non-NESTs) of English as a Second Language (ESL) regarding their teaching behaviors. The study also sought to discover the relationship between effective non-NEST perceptions of their teaching behaviors and stereotypes for those behaviors. It further sought to define what experiences have contributed to their non-conformation if their perceptions do not fit the negative stereotypes of teaching behaviors of non-NESTs.

This study is a qualitative inquiry of eight mid-career second language (L2) teachers’ identity evolution. These teachers have or had full-time or tenured teaching experience in secondary schools in Japan. Since they were mid- and later career teachers, they have explored their development, what they are now, and why they keep growing. They have all made meaningful voluntary changes in their professional lives. To make meaningful voluntary changes at moments of transitions, the teachers have made choices and negotiated, or juggled, their identities. They are successful teachers who have tenaciously pursued what matters to themselves professionally throughout their lives. One unfilled niche in the L2 teacher development and education is research on redefining L2 teachers who began their careers in secondary education in Japan, make meaningful voluntary changes in mid-career, and make apparently difficult work situations negotiable. The three purposes of this study are to (a) explore why and how L2 teachers’ identity evolution and their professional growth at mid-career happen; (b) learn more about the complexity of teacher change mechanisms at mid-career, and; (c) highlight ways that teachers whose professional development has stalled can grow out of their stagnation by examining the lives of successful mid-career and later career teachers. Eight L2 teachers participated in this study, recruited between 2005 and 2010. Interviews are the main source of data collection. I triangulated the data with email exchanges, class visits, and public documents such as Curriculum Vitae, syllabi, and curriculum descriptions given to students in a current or former class, handouts used in class, and published research articles. The data analysis was grounded in Riessman’s (2008) thematic and structural narrative analysis for identity evolution. Using these frameworks, I analyzed the data by(a) looking for stories and events in the telling as well as searching for identity negotiation and evolution with the participants with thematic analysis, which applied to all the participants, and (b) seeking contextual, discursive, and interpersonal cohesion and meanings with structural narrative analysis, which was applied to one participant. What each participant deemed important determined what kind of L2 teacher they wanted to become. With their efforts to keep evolving as L2 teachers through reflection, action, and negotiation they became consciously aware of what mattered to them. Their conscious awareness prompted them to exercise agency to plan meaningful changes. / Teaching & Learning

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随着教师研究关注点从教师行为发展到教师认知，教师信念成为重要的研究议题。职前教师教育政策性文本也开始关注教师信念等问题，促进师范生信念的改变成为职前教育的目标。在教师信念研究中，基于中国大陆职前教育背景的师范生信念的动态研究相对比较少。 / 本研究采用质性研究取向、个案研究策略，选取了P师范大学英语专业和学前教育专业共8位师范生为研究对象。通过深度访谈、文件分析等方法搜集田野研究数据，探究在职前教育阶段师范生信念的发展变化，并分析影响师范生信念发展变化的因素。 / 研究发现，在专业课后，学前教育专业师范生都转向幼儿中心的信念取向；实习后，学前教育专业师范生信念出现回归倾向。英语专业师范生在专业课后信念发展变化有一些多样性。师范生信念的转变可以分为两组，专业课学习之后，EFL-X、EFL-Q这两位师范生信念呈现整合的特点，实习后，两位师范生信念转向以传统教师中心取向为主。而另外两个英语专业师范生则呈现另一类型。专业课后，EFL-Z、EFL-R两位师范生持有学生中心的信念取向，实习后，他们的信念呈现整合的特点。师范生信念的发展是一个动态的过程，师范生信念由基于个人经验的信念发展初期，发展到基于理论的信念发展阶段，再发展到基于情境的、经验的信念发展阶段，这一阶段师范生信念出现具体化，回归传统两种发展变化形态。 / 在不同的阶段中，影响师范生信念的因素具有差异性。在专业课学习阶段，学前教育教育专业师范生信念受职前教育课程影响比较明显。师范生接受专业理论课程时，师范生进行一致性检验，新习得的信息与原有的基于个人经历形成的信念不一致，出现认知冲突，认知冲突是信念改变的开始。专业课传递的理念处于比较强势的地位，同化了之前基于社会文化及个人因素形成的信念，基于专业课形成的信念还要反复地通过实践环节进行一致性的检验。学前教育专业主干课程的课程内容强调儿童中心，理论课程的学习阶段有见习环节，见习的重要作用在于及时强化师范生在专业课程中习得的信念。大学教师在教学中注重学生参与、注重实践性，课程组织以及大学教师的教学方式都符合情境学习理论所强调的通过即时的情境、注重学习材料的真实性，在参与实践的过程中学习的理念。结合真实的情境进行学习，容易引起师范生的认知冲突，因此，学前教育专业师范生信念改变比较明显。英语专业职前教育课程理论课程与实践课程相分离，在专业课形成理念得不到及时的强化，不利于师范生信念的改变。英语知识课程理念和教师职业教育类课程所强调的理念有一些不一致，是导致专业课后英语专业师范生信念出现差异性的原因之一。 / 实习过程中，师范生信念主要受情境性因素、基于实践的反思、社会性互动影响。师范生在实习过程中教学实践与信念的一致性强化专业课习得的信念，信念的发展形态为具体化。如果实践和师范生持有的信念不一致，出现认知冲突，伴随比较消极的情绪，师范信念开始动摇，出现回归的倾向，出现信念的重新整合或回归教师中心的信念取向。 / 个人、社会方面的因素对师范生信念有所影响，高中学习经历是影响大一英语专业师范生信念形成的因素。实习阶段，受考试文化因素的影响，师范生信念发生回归传统的倾向。另外，师范生的个人性格、个人性别、其他学习经历制约职前教育课程对个人信念影响的大小。 / With the shift of focus in teacher research from teachers’ behavior to teachers’ cognition, teachers’ beliefs have become an important research issue. Recently, pre-service teacher education policies have begun to pay attention to teachers’ beliefs. Promoting changes in the beliefs of pre-service teachers should be one of the central tasks of pre-service teacher education. However, few studies of pre-service teachers’ beliefs have been conducted in the context of mainland Chinese pre-service teacher training programs. / The present research followed a qualitative research approach and employed the case study method. Eight students of a normal university, four pre-service teachers majoring in English and four majoring in preschool education, participated in the study. The researcher collected data through in-depth interviews and document analysis to address the following questions. How do pre-service teachers’ beliefs develop during pre-service teacher education? What factors would effect changes in the beliefs of pre-service teachers? / The results show that before their teaching practicum the preschool education majors tended to hold child-centered beliefs, whereas after it their beliefs tended to reflect a traditional teacher-centered orientation. The changes in the beliefs of the English majors exhibited greater variety, although two general types of belief-changes were observed. Two of the English majors showed an integration of teacher-and student-centered beliefs before the teaching practicum, and reverted to teacher-centered beliefs after it. The other two originally held student-centered beliefs, and then moved toward an integration of teacher-and student-centered beliefs after the teaching practicum. / The influential factors in changing the participating pre-service teachers’ beliefs differed at different stages of the research. The preschool education majors were affected by the university curriculum in significant ways, and then tried to reconcile their experience in the teaching practicum with a theoretical perspective. Cognitive conflict arose when there was a discrepancy between teaching experience and earlier held beliefs, leading to a change in beliefs. Beliefs based on formal education tend to be influential and to assimilate pre-existing beliefs based on personal experience and the prevailing culture, but need to be consolidated by practice. The preschool education curriculum emphasizes child-centered beliefs, which are to be strengthened by internship experience. Normal universities emphasize the full participation of pre-service teachers, and preschool education majors have many opportunities to learn through practice. The organization of the curriculum and teaching methods are in line with situated learning theory, which emphasizes the situated nature of the learning process in the immediate context and the use of authentic learning materials. For English majors, in contrast, the curriculum and practice are separated. Beliefs shaped by the courses taken are not immediately strengthened by practice, and are thus more resistant to change. What is more, there are inconsistences between English subject courses and educational theory courses. That discrepancy appears to be the main reason for the diversity in pre-service teachers’ beliefs observed in this research. / During the teaching practicum, participants’ beliefs were affected by the context, reflection on practices, and social interaction. Consistency between practice and beliefs reinforced their beliefs, whereas discrepancies led to negative emotions and belief-regression. / Personal factors and the assessment-centered culture that prevails in mainland China also affected the participating pre-service teachers’ beliefs. The main influence on those beliefs was the participants’ own educational experience, which was largely characterized by an emphasis on assessment. During the teaching practicum, this assessment-centered culture prompted the English majors to resort to a traditional teacher-centered orientation. Also, personal factors such as personality, sex, and additional learning experiences, influenced the effectiveness of the teacher training program in shifting the beliefs of all participating pre-service teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李玲. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 238-261). / Abstracts also in English. / Li Ling.