Thesis (M. Ed.)--University of Hong Kong, 2007. / Includes bibliographical references (leaf 73-74)

Thesis (M.A.)--University of Hong Kong, 1982. / Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 203-210).

Thesis (Ph.D.)--University of Iowa, 2009. / Thesis supervisor: Leslie L. Schrier. Includes bibliographical references (leaves 328-336).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 203-210). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 163-168). Also available in print.

Made available in DSpace on 2014-06-11T19:25:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-05-03Bitstream added on 2014-06-13T18:53:28Z : No. of bitstreams: 1 marinho_br_me_assis.pdf: 371222 bytes, checksum: 584fa3c529b03ffe81253fe15993665d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta pesquisa é viabilizar a produção de outros modos de pensar a educação de professores de línguas estrangeiras. Buscamos construir contextos não convencionais de pesquisa nos quais os profissionais possam refletir acerca de sua experiência de ensino/aprendizagem de línguas. Para tanto, nos baseamos metodologicamente na Pesquisa Educacional com Base nas Artes (Eisner, 1991)cujo recurso principal é um espetáculo teatral, denominado Parâmetros em Análise. Tal espetáculo foi construído a partir de temas inspirados nos Parâmetros Curriculares Nacionais. Foram apresentados dez espetáculos em diversas instituições das redes de ensino oficial e particulares do Estado de São Paulo. No palco do espetáculo, foram representadas, artisticamente, cenas do dia-a-dia e do fazer pedagógico dos professores de línguas estrangeiras, assim como, os seus conflitos e dilemas profissionais. Após o espetáculo ocorreu uma reflexão crítica compartilhada entre a platéia composta por professores, educadores de professores e alunos de Letras. O espetáculo e a reflexão compõem aquilo que Foucault (Deleuze, 1988) conceitua como sendo um dispositivo. Para o filósofo, dispositivos são máquinas de fazer ver e falar. Eles formam uma espécie de instrumento teórico com o qual contamos para visualizar as práticas sociais que se dão na escola. As reflexões realizadas pelos professores indicam um desencontro entre aquilo que professores e alunos estão atualizando nas suas práticas e, aquilo que propõem certas pesquisas, políticas educacionais e o funcionamento da estrutura institucional da escola. / The objective of this paper is to make the production of other ways of thinking over education of foreign language teachers possible. We intend to construct non-conventional contexts of research, in which the professionals can think over their language learning/teaching experiences. For that, we are based methodologically on the Educational Research based on Arts (Eisner, 1991) whose chief resource is the dramatic performance, called Patterns in Analysis. Such performance was built from themes inspired in the Parâmetros Curriculares Nacionais. Ten performances were acted in several public and private institutions of education in the State of São Paulo. On the stage, everyday scenes and the pedagogical work of foreign language teachers were acted artistically, such as, their conflicts and professional dilemmas. After the performance, a critical reflection shared by the audience composed by teachers, teachers' professors and students took place. The performance and the reflection compose what Foucault (Deleuze, 1988) considers as a device. To the philosopher, devices are machines of making see and speak. They constitute a theoretical instrument that we use to analyze the social experiences that happen at schools. The reflections arisen by the teachers indicate a discordance from what teachers and students have been passing through a process of modification in their experiences and, from what some researches, educational policies and the operation of the institutional structure of the school propose.

This study is an investigation of Japanese university English language teachers' self-efficacy beliefs. Research has established that teachers' self-efficacy has considerable influence on a wide variety of teaching practices. However, in the English as a Foreign Language domain, and more specifically at the university level in Japan, self-efficacy beliefs have hardly ever been examined. The purpose of this study was to investigate teachers' self-efficacy beliefs based on the teachers' native language, teaching experience, contract and tenured status, and gender. Furthermore, the sources of these beliefs, how they are strengthened, and how they are challenged were also explored. In order to provide answers to these questions, the Japanese University Language Teachers' Efficacy Beliefs Scale (JULTEBS), a new instrument measuring language teacher self-efficacy was validated using the Rasch rating-scale model as well as a confirmatory factor analysis. A triangulation strategy mixed-method design was employed in which the collection and analysis of data from the quantitative survey was completed in addition to the collection and analysis of data from qualitative open-ended interviews. A profile analysis, a special application of a MANOVA, was conducted to check the hypotheses for parallelism, levelness, and flatness of the self-efficacy scores among the various groups of respondents. The four self-efficacy variables that were measured were Efficacy in Student Engagement, Efficacy in Instructional Strategies, Efficacy in Classroom Management, and Efficacy in Dealing with Superiors. Semi-structured interviews were also employed to help determine what potentially strengthens and weakens the self-efficacy beliefs of English language teachers. The results showed that native English language teachers perceived themselves to be more efficacious than Japanese English teachers across all four self-efficacy variables. Additionally, more experienced teachers exhibited higher self-efficacy beliefs than less experienced teachers. Tenured teachers and limited-term contract teachers showed similar levels of self-efficacy on all variables except for Efficacy in Dealing with Superiors, where tenured teachers rated themselves higher than contract teachers. Furthermore, male and female teachers showed no statistically significant differences across all four self-efficacy variables. Finally, four themes (Autonomy, Colleagues, Money, and Students) emerged as qualities that could support teachers' self-efficacy, whereas three themes (Administration, Students, and Limited-term Contracts) surfaced as qualities that could weaken teachers' self-efficacy. The findings of this study not only highlight the importance of teacher self-efficacy, but also provide valuable insights into the beliefs of English language teachers, as well as the current state of affairs for these teachers at Japanese universities. / Applied Linguistics

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published_or_final_version / Education / Master / Master of Education