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Teacher Learning, Practice, and Belief： A Case Study on Two Elementary School English Teachers
|Issue Date:||2019-02-12 15:57:03 (UTC+8)|
Teacher professional development is an important issue for in-service English teacher. Increasing English teachers hold master’s degrees in English-related disciplines; moreover, these teachers have been able to, have managed to sustain the enthusiasm and develop the habit to learn English by themselves. However, there is not much understanding of how teachers continue their learning. This study aimed to examine two Taiwanese English teachers’ reflections on learning experiences, teacher beliefs, and their classroom practices.
The study adopted a qualitative case study method. The participants were two elementary English teachers with English-related master’s degree and rich experience of teaching. Semi-structured interviews, classroom observations, and additional interviews were collected and analyzed using a holistic-content approach.
The research findings indicate that the two teachers’ learning experiences, teacher beliefs, and their classroom practices are dynamically connected. Their foreign language learning experiences are important parts of their teacher beliefs. These teacher beliefs which constructed from the teacher learning experiences also play important roles in their classroom practices. Suggestions for graduate schools and English teachers and direction for future research are provided at the end of the thesis.
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|Appears in Collections:||[英語教學碩士在職專班] 學位論文|
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