東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Relationship between Teaching Be...

Lawson, Emily.

Linked to FindBook

Google Book

Amazon

博客來

The Relationship between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants./
Author:	Lawson, Emily.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	89 p.
Notes:	Source: Masters Abstracts International, Volume: 81-04.
Contained By:	Masters Abstracts International81-04.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13903873
ISBN:	9781687921499

The Relationship between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants.
Lawson, Emily.

The Relationship between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 89 p.

Source: Masters Abstracts International, Volume: 81-04.

Thesis (M.A.)--Southern Illinois University at Carbondale, 2019.

This item must not be sold to any third party vendors.

In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs' beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.

ISBN: 9781687921499Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Classroom Practice

The Relationship between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants.
LDR:03201nmm a2200349 4500 001 2266444
005 20200612094449.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781687921499
035 $a (MiAaPQ)AAI13903873
035 $a AAI13903873
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lawson, Emily. $3 3543638
245 1 4 $a The Relationship between Teaching Beliefs and Practices as Perceived by Language Graduate Teaching Assistants.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 89 p.
500 $a Source: Masters Abstracts International, Volume: 81-04.
500 $a Advisor: Martin, Katherine.
502 $a Thesis (M.A.)--Southern Illinois University at Carbondale, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing, managing, and instructing classes, with varying levels of experience, training, responsibility, and support (Jordan & Howe, 2018; Patel, 2017). Although there is a body of work exploring the roles GTAs play as students and in institutions (Jordan & Howe, 2018; Park, 2004), GTAs have not generally been examined as classroom teachers. This study explores language GTAs' beliefs about teaching, how their beliefs connect to their practice, and factors that affect their ability to implement their beliefs using data collected through semi-structured interviews and classroom observations. The findings show that GTAs (1) describe, instead of state, their beliefs focusing on classroom atmosphere and communicative language teaching factors; (2) are able to demonstrate their beliefs at least some of the time in their teaching; and (3) report contextual factors, such as time constraints and departmental training, that both hinder and facilitate their ability to implement their beliefs in their practices. Based on these findings, it is suggested that GTAs be provided opportunities to explicitly identify and reflect on their beliefs, make clear and accurate connections between their teaching and their beliefs, and experience an appropriate balance of support and autonomy. These suggestions are made so that GTAs might be more successful in integrating their beliefs and practices in ways that allow them to fulfill their roles as students and teachers well.
590 $a School code: 0209.
650 4 $a Teacher education. $3 3172312
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Foreign language instruction. $3 3541319
653 $a Classroom Practice
653 $a Graduate Teaching Assistants
653 $a Teacher Beliefs
690 $a 0530
690 $a 0444
690 $a 0441
710 2 $a Southern Illinois University at Carbondale. $b Teaching English to Speakers of Other Languages. $3 1020967
773 0 $t Masters Abstracts International $g 81-04.
790 $a 0209
791 $a M.A.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13903873