文法教學與錯誤訂正一直是課堂上的重要元素，因此了解老師與學生對於文法教學與錯誤訂正的信念有助於教學。本研究旨在探討台灣國民中學英語老師與學生對於文法教學與錯誤訂正的信念差異，並了解不同背景變項對於老師與學生信念的影響。研究工具採自編問卷，針對大台北地區141位國民中學英語老師與214位國民中學學生進行抽樣及問卷施測。資料分析採用SPSS 18.0版本，並將所得的資料以次數分配、百分比、平均數、獨立樣本t檢定及單因子變異數分析進行資料分析。本研究的主要結論如下： 一、老師與學生都相信文法教學與錯誤訂正很重要，但是溝通能力更重要。 二、老師與學生都表示最喜歡團體口語練習，其次是團體書寫練習、個人書寫練習，最後才是個人口語練習。 三、學生比老師更重視文法教學和錯誤訂正，而老師比學生更重視文法練習。 四、學生比老師更肯定同儕訂正，並相信錯誤訂正對當事人與同儕都有益。 五、學生認為口語錯誤和書寫錯誤都需要即時訂正，而老師認為只有書寫錯誤一定要訂正，但口語錯誤只要不影響溝通便不需訂正。 六、老師的性別、年資、學歷與主修科系會影響其文法教學與錯誤訂正的信念。 七、學生的性別、年級、生活經驗與學習經歷會影響其文法教學與錯誤訂正的信念。 根據上述研究結論，本研究針對國民中學英語教師、教育行政主管機關及後續研究提出具體建議。 關鍵字：教師信念、學生信念、文法教學、錯誤訂正 / Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires. A summary of the results is as follows: 1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important. 2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices. 3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students. 4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates. 5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication. 6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction. 7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction. Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics. Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction

This article presents the qualitative analysis of public teachers’ interviews who worked at low socioeconomic schools. We found that school contexts condition teachers’ beliefs about students’ performance and achievement. Through the emphasis on students’ difficulties, teachers reduce their responsibility for student learning. However, institutional activities oriented to teachers’ change may be related to strengthen collective efficacy beliefs which diminish their beliefs about negative conditions of low socioeconomic contexts, and motivate teachers’ pedagogical change. / En este artículo se presenta el análisis cualitativo de entrevistas a docentes de cuatro escuelas públicas ubicadas en sectores desfavorecidos. Se encontró que el contexto socioeconómico de las escuelas influye en las creencias de los docentes. Los docentes enfatizan las dificultades y los problemas de los estudiantes y explican cómo su condición social y económica está directamente relacionada a dichas dificultades. De esa forma, reducen su responsabilidad frente al aprendizaje de los alumnos. Sin embargo, al parecer, algunas prácticas institucionales orientadas al cambio docente podrían estar jugando un rol importante en el fortalecimiento de creencias colectivas de eficacia que contrarrestan sus creencias sobre las condiciones negativas de los contextos en los que trabajan e impulsan procesos de cambio en sus prácticas pedagógicas.

Teachers’ beliefs are central to determining children’s optimal educational experiences. However, some studies related to teachers’ beliefs yielded findings that rendered beliefs and practices incongruous. Although the principles of developmentally appropriate practices that synthesize theoretical and empirical research on child development have been adapted to various contexts other than its original United States of America (USA) context, developmentally appropriate practices remain contentious as to its relevance in these contexts. What is appropriate for children’s education seems debatable, largely determined by social expectations of childhood and children. Cultural diversity seems to be the new dispensation in this discourse. Fundamentally, research on preschool teachers’ beliefs about developmentally appropriate educational practices, adds to literature about cultural context variables in preschool provision from different contexts. Purpose: This study examined how teachers’ practical experiences framed their beliefs and understanding of children’s educational experiences within a developmentally appropriate framework and a bioecological systems theory. Paradigm/Design/Methods: A constructivist paradigm within the qualitative approach guided this study. Video and photographs became the basis to elicit teachers’ beliefs about children’s educational experiences. Children’s educational experiences were analysed along five constructs related to the concept of DAP; teaching strategy, use of materials, scheduling of children’s learning, assessment, and consideration of children’s individuality. Findings: Teachers’ beliefs corroborated the DAP framework, but their practices that were more teacher-directed, contrasted the DAP principles. They used formally structured teaching approaches, as materials in three-out-of-four classes observed remained ‘silenced’. The schedules were formally structured, subject-based, with limited flexibility, as assessment for children’s learning focused on limited aspects of the cognitive domain. Conclusion: Teachers’ beliefs seemed to support educational practices that embrace the principles of DAP. However, some context-related factors, which include pressure from parents, competitive school environments, preparation for the interview, different transition requirements, peer pressure, and perceived lack of time limited their use of DAP. I extrapolate these factors to the bioecological systems theory, to understand the dynamics of early childhood education provision in Kenya. Practical implications/Originality/Value: This study adds to literature on teachers’ beliefs about children’s educational experiences from a developing country context, as well as adding to studies that have used visually elicited interviews. It also provides the details of children’s educational experiences, in part, to appreciate the current conversation on the status and the nature of focus on standards or skills-based dynamics in preschool provision. Besides, it might be the first study in Kenya to embrace the DAP framework and the bioecological systems theory. The seesaw model advanced in this study synthesizes the originality of the study by conceptualizing the theoretical as well as empirical literature on developmentally appropriate educational practices, as a valuable framework to understand and interpret competing priorities that might affect preschool provision. The seesaw model is also valuable in locating and extending the conversation about different stakeholders’ priorities, not only in Kenya, but also in other societies. / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

I aim to describe how teachers' beliefs and practices influence the way mathematical argumentation is conducted in lower secondary mathematics classroom within the Czech curricular context. I present results of two studies: the first one characterises the Czech curricular context, namely, the national curricular document and aspects of justification of mathematical statements in selected series of mathematics textbooks. The second study reports on characteristics of teachers' beliefs and practices as related to argumentation on an example of six purposefully selected teachers, via interviews and observations of their lessons. Finally, I select three teachers with differing approaches to teaching and describe specific observed instances in their practices in relation to classroom norms regarding argumentation, justification of general mathematical truths, and aspects of arguments. I show how teachers' beliefs, a textbook and pupils may influence the observed arguments. The studies show that a teachers' emphasis on efficiency (fulfilling school curriculum demands) on one hand and on sense-making on the other lead to distinct implemented curricula. The curricular context and teachers' practice analysis suggest that justification of general truths is generally seen as important but without clear cognitive aims...

The objective of this study has been to investigate the beliefs of Swedish middle school teachers in supporting the development of students’ reading comprehension of literature. The study is based on two central research questions that include what motivates teachers in choosing literature for reading comprehension instruction as well as considerations of reading strategy instruction aimed towards developing the reading comprehension of Swedish middle school students in grades 4 – 6. The theoretical basis of the study is grounded in teacher cognition regarding teachers’ beliefs in addition to reader-response theory as it relates to methods of literature reading comprehension instruction. The study method consists of directed qualitative content analysis of semi-structured interviews with six teachers alongside document analysis of teaching materials used by the informants. Teachers were selected to emulate a representative sample of the teacher population with a variation in professional experience. The results show a consensus among teachers in the literature selection criteria that involve appropriate language complexity in addition to opportunities for students to appeal to and identify with familiar thematic content. Furthermore, personal experiences and interests influence teachers in the literature selection process. Moreover, the results indicate that the teachers make use of a content-focused approach and that reading strategies are applied to a varying extent in reference to influential instructional models, professional experience as well as school structures. The teachers convey insecurities in providing adequate equal support for students, which demonstrates a need for improved structural professional development. Suggestions for future research in reading strategies instruction development are also discussed. / Studiens syfte har varit att undersöka uppfattningar hos lärare i årskurs 4 – 6 om arbetet medutvecklingen av elevers läsförståelse av skönlitteratur. Undersökningen genomfördes utifrån tvåcentrala frågeställningar om lärarnas val av skönlitteratur i undervisning i läsförståelse och hur lärareväljer att arbeta med lässtrategier för att utveckla läsförståelsen av skönlitteratur hos elever i årskurs 4 – 6. Studiens teoretiska utgångspunkter utgörs av lärarkognition gällande lärares uppfattningar såvälsom receptionsteori i anslutning till beskrivningar av arbetet med läsförståelse av skönlitteratur.Studiens datainsamling har utgjorts av riktad kvalitativ innehållsanalys av semistrukturerade intervjueri anslutning till dokumentanalys av undervisningsmaterial med sex lärare som valts för att efterliknaett representativt tvärsnitt av lärarpopulationen utifrån yrkeslivserfarenhet och skolform. Resultatet avstudien visar att lärarna uttrycker en samstämmighet i motiveringar till skönlitteratur och att verk väljsutifrån kriterier gällande böckernas språkliga nivå och tematiskt innehåll som eleverna identifierar sigmed och engageras av. Lärarna baserar även litteraturvalen på sina personliga övertygelser ocherfarenheter. Resultatet visar dessutom att lärarna fokuserar på läsningens innehåll och undervisar ilässtrategier i varierad omfattning med hänvisning till enstaka strategiprogram, erfarenheter ochskolans strukturer. Lärarna uppvisar osäkerheter i likvärdighetsarbetet och ger uttryck för ett behov avett kontinuerligt fortbildningsarbete. Förslag på vidare forskning inom området för utvecklingen avarbete med lässtrategier presenteras.

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Studiens syfte var att undersöka vilka uppfattningar lärare i årskurs F–3 har om elever som har nått långt i sin kunskapsutveckling i svenskämnet, hur de identifierar och undervisar dessa elever, vilka möjligheter och utmaningar som finns samt på vilket sätt organisationen bidrar till arbetet med elevgruppen. För att synliggöra lärarnas uppfattningar genomfördes tre semistrukturerade gruppintervjuer med totalt sju lärare. Transkripten analyserades med tematisk innehållsanalys. Läraruppfattningar samt Svedners svenskämnesargument ligger till teoretisk grund för studien. Resultatet visade att lärare uppfattade att elever som har nått längre i sin kunskapsutveckling i svenskämnet ofta läser tidigare, skriver längre och mer utvecklade texter, bidrar till mer djuplodade diskussioner samt är mer självgående jämfört med andra elever. Lärarna såg en möjlighet i att kunna visa upp arbeten som elever som hade nått längre hade gjort, för att inspirera och motivera andra elever. Det framkom att utmaningarna lärarna uppfattade i undervisningen av dessa elever var tidsaspekten, att ha tid att utmana dem, samt att de ibland saknade motivation till skolarbetet. Vad gällde organisationens bidrag till arbetet med dessa elever, var lärarna av uppfattningen att de inte fanns utrymme för dem utan att fokus ligger på elever som riskerar att inte nå målen, ett resultat som väl speglar tidigare forskning. Dock anser lärarna i studien att de har tillräcklig kompetens att undervisa dessa elever och att eleverna kontinuerligt fortsätter att utvecklas.

回溯過去的研究,教師信念對於其教學行為影響非常深遠，但是對於字彙學習策略融入教學這個議題，相關的研究仍然不多。本研究旨在探討高職英文教師對於字彙學習策略融入教學的信念還有實際的教學情形。文獻探討涵蓋字彙教學的發展、字彙學習策略的理論以及教師信念與實踐。 本研究所蒐集到的有效問卷為二百零一份，研究的對象為台灣的高職英文教師。研究方式採用量化的教師問卷佐以質性的教師訪談。共有八位教師參與本研究的訪談。訪談的內容經過整理分析，用來解釋或補充問卷統計的結果。分析問卷時，採用的統計方法有描述性統計、相關係數、單因子變異數分析。本研究的主題如下：(一) 教師信念及教學情形：分別以認知策略、社會策略、後設認知以及學習媒介等策略來探討、(二)教師信念與其實踐情形是否符合，與造成兩者之間不相符的可能原因以及(三)探討影響教師信念與實踐的各種因素。 本研究的主要發現是： 1. 教師對於字彙學習策略融入教學抱持相當正面的態度，而實踐程度是中低等以上。 2. 由於統計顯示教師信念和實踐是正相關，教師實踐和他們的信念大致符合，不過教師所面臨的一些問題如教學時數限制、學生動機、教科書的設計、資源不足等會使他們無法完全遵照其信念於教學。 3. 一些因素如教學年資、教師學歷、學生程度、英語教學時間長短、教師是否參加字彙相關研習，以及是否接觸學習策略相關的研究報告等確實會影響教師的教學信念與實踐。 本研究有助於了解高職英文教師對於字彙學習策略融入教學的信念以及他們實踐的情形，希望能夠提升老師對於策略教學的覺知。研究者對於英文教師、師資培育機構、教育部還有教師書出版社提出建議改善之道，期望能進一步提升高職的英語教學。 / Although research has shown that teacher beliefs play a decisive role in teachers’ instructional judgments and decisions, their beliefs and practices in integrating vocabulary learning strategies have not gained enough attention in the recent English educational forum. This study aimed to explore what attitudes vocational high school English teachers held toward the instruction of vocabulary learning strategies and their practices of the beliefs. Literature review ranged from vocabulary instruction, vocabulary learning strategies to teachers’ beliefs and practices. The participants of this study were vocational high school teachers in Taiwan. The data collection instruments were questionnaire and interview. The former provided mainly quantitative data and the latter qualitative data. A total of 201 valid questionnaires were analyzed and computed by means of descriptive statistics, correlation, t-test and one-way ANOVA. Eight teachers were contacted for the follow-up interviews. Their interview results were utilized to further support and explain the questionnaire data. There were three issues investigated in this study. The first one was teachers’ beliefs and practices in integrating vocabulary learning strategies into their instruction. Teachers’ beliefs and practices of cognitive strategies, social strategies, multiple sources, and metacognitive strategies were discussed. The second was the consistency and inconsistency between teachers’ beliefs and their practices and the possible problems that might cause the inconsistency. The third one was influential factors that affected teachers’ beliefs and practices. Based on the results of the study, major findings were summarized. First, teachers approved highly of the integration of vocabulary learning strategies and the frequency of their practices ranged from low to high. Second, based on the significant correlation of teachers’ beliefs and practices, the relationship was generally consistent. However, teachers were not able to teach what they believed completely. Some of the strategies revealed larger gap due to the problems from the curriculum, students’ motivation, textbook design and teachers’ preparation. Third, variables such as teachers’ teaching experience, educational background, students’ BCT test score, instructional time, teachers’ attendance of workshops and their exposure to related research were found to be significant in affecting teachers’ beliefs and practices. It is hoped that the study can contribute to more understanding of vocational high school teachers’ beliefs and practices in vocabulary learning strategies. Teachers may inspect their teaching process and raise the awareness of integrating vocabulary learning strategies into their teaching. Based on the findings of the study, the researcher further made suggestions to English teachers, teacher education institutes, the Ministry of Education and the textbook publishers. Results of this study might help enhance English teaching in vocational high schools.

本研究旨在了解新竹市協同教學中、外籍英語教師之信念及其對實踐影響。 比較中、外籍老師們的信念及查看他們的信念是否顯現在教室行為中。 本研究採用質性研究方法選擇了一對有一年協同教學經驗的中、外籍英語教師在某新竹國小任教。在這個案研究中，資料收集有兩個月的時間，主要來源為訪談、信念問卷、觀察、文件分析。資料分析後涵蓋比較中、外師的以下信念: (1) 中、外籍教師優勢與劣勢; (2) 協同教學; (3) 英語; (4) 語言學習及學習者; (5) 句型在英文教學中的角色。 本研究以根據以上之五個議題討論結果，進一步提供相關建議，作為教育學者們及中、外籍教師們做參考。 / The purpose of this study is to investigate the beliefs and practices of team teaching native English speaking teachers (NESTs) and non-native English speaking teachers (non-NESTs) in Hsin Chu City. The teachers’ beliefs are compared and contrasted, and checked to see if they are manifested in the classroom practices. This study adopted a qualitative research method and selects a pair of NEST and non-NEST who have a year of team teaching experience in an Elementary school in Hsin Chu city. In this case study, the data collection lasted for two months, and the instruments for collecting data included interviews, beliefs inventories, classroom observations, and document analysis. The data is analyzed to present the teachers beliefs in the following areas: (1) the advantages and disadvantages of being native and non-native English teachers, (2) team teaching (3) the English language (4) language learning and learners (5) the role of sentence structures in English language teaching. Finally, pedagogical implications and suggestions derived from previous discussions are presented mainly for policy makers and NESTs and non-NESTs.

Fostering students’ creativity in school subjects has recently become a central focus of educational researchers, educators, and educational policymakers around the world. In Kuwait, educational researchers and teacher educators have supported the need to foster students’ creativity via a national curriculum. Yet, the Ministry of Education has conducted few studies to explore practitioners’ perspectives on how to foster creativity through the current curriculum. The overall aims of this study were to explore science teachers’ pedagogical beliefs and practices in fostering creativity in science classrooms as well as to investigate the influences of sociocultural factors on teachers’ beliefs and practices in fostering creativity. The study also examined the consistency and inconsistency levels between teachers’ beliefs and practices. The study has a qualitative nature that stands on an interpretive worldview. The methodology uses eight case studies, each of which consisted of a male science teacher and one of his classes. Multiple methods were used, including semi-structured interviews (pre- and post-observational interviews), student focus groups, unstructured observations, participants’ drawings, and field notes. The analysis was based on thematic analysis model proposed by Braun and Clarke (2006). Thematic findings and case studies findings were drawn from the analysis of the data collected. In general, the thematic findings indicated that science teachers are able to define the meaning of creativity and its main aspects. Professed pedagogical beliefs enforce four teaching approaches to foster creativity in the science classroom: the teaching of thinking skills, inquiry-based learning, cooperative learning, and practical investigation (experimentation). The teachers believe that these approaches could promote students’ creativity in science classroom when specific sociocultural factors facilitate the effectiveness of such approaches in terms of fostering creativity. Three interdependent categories represent these facilitating factors: (1) educational setting-related factors, (2) teacher-related factors, and (3) student-related factors. Differences and similarities appeared when these professed beliefs were compared to the applied classroom practices. The thematic analysis revealed several themes underlying the main categories. Extensive teacher-centred practices and modest student-centred practices were evident; more specifically, the observations revealed primarily teacher-centred approach inside the science classes. Meanwhile, student-centred approaches were modestly applied in comparison to teacher-centred activities. The teachers justified their practices in accordance with the sociocultural factors that mediate their beliefs and practices as well as the role of their goal orientation. The science teachers perceived the mediating factors as constraints that prevent them from applying their beliefs about fostering creativity in classroom practices. Multiple constraining factors emerged, and they were categorised into personal, external, and interpersonal constraints. Concerning the case study findings, consistencies and inconsistencies were identified using a cut-off point as an analytic technique to classify teachers’ beliefs and practices into traditional (non-creativity fostering), mixed, or progressive (creativity fostering). The case study findings identified four consistency and inconsistency levels characterizing teachers’ beliefs and practices: traditional (consistent level), mainly traditional (inconsistent level), mixed (consistent level), and mainly progressive (inconsistent level). Each level was represented by an exemplary case study. The exemplary case studies revealed that sociocultural contexts influence teacher’s belief-practice relationship with respect to fostering students’ creativity in science classroom. Further, the thematic and case study findings were discussed in relation to the existing body of knowledge, followed by an illustration of significant conclusions, including some implications, contributions, limitations, and future suggestions.