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The Formation of Teacher's Belief: A Case Study on English Teachers outside the Formal Educational System
Chao, Chin Chi
outside the formal educational system
|Issue Date:||2015-08-03 13:43:18 (UTC+8)|
Having children learning outside the formal educational system for academic purposes has been a trend among Taiwanese parents. In Taiwan, although formal English instruction is provided from the third grade in formal schools, many children start to learn English before the age and learn English outside the school time at and after the age at informal education institutes. The purpose of the study is to investigate the role of the formation of beliefs as teachers of two English teachers outside the formal educational system in Taiwan.
This study adopted a qualitative case study method. The participants were two English teachers with rich experience of teaching students aged from 2 to 16 at various informal educational institutes. Data were collected through five semi-structure in-depth interviews with each of the participants. The collected information included each of the participant’s: (1) FL learning experiences, (2) beliefs as a FL learner, (3) English teaching experience, (4) teacher training, and (5) beliefs as an English teacher.
The findings suggest that the two teachers’ beliefs as FL learners, teacher training, and teaching experience all contributed to the formation of their beliefs as English teachers. However, the teachers would make teaching decisions inconsistent with their beliefs as FL learners. The underlying reasons behind the inconsistencies were their perceived problems in teaching contexts and the contradiction between their beliefs as FL learners and as English teachers. In the informal educational institutes, the English teachers’ perceived problems which constrained the realization of their beliefs as FL learners were about: (1) students’ learning context, (2) curriculum, (3) school policy, (4) students’ conditions, and (5) parents’ expectation.
Finally, these pedagogical implications and suggestions are served as a reference for educational policy makers, informal educational institutes, and parents.
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