1,574
Views
7
CrossRef citations to date
0
Altmetric
Research Article

The origin and impact of an ESL teacher’s beliefs on curriculum design

& ORCID Icon
Pages 574-593 | Received 15 Sep 2019, Accepted 28 Sep 2020, Published online: 04 Nov 2020

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. doi:10.1080/09500690050044044
  • American Association for the Advancement of Science (AAAS). (2001). Designs for science literacy. England, UK: Oxford University Press.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.
  • Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31.
  • Borg, S. (2009). Introducing language teacher cognition. Retrieved from http://www.education.leeds.ac.uk/research/files/145.pdf
  • Boschman, F., McKenney, S., & Voogt, J. (2014). Understanding decision making in teachers’ curriculum design approaches. Educational Technology Research and Development, 62(4), 393–416.
  • Brown, G.T.L. (2002). Teachers’ conceptions of assessment (Unpublished doctoral dissertation), University of Auckland, Auckland, New Zealand. Retrieved from http://hdl.handle.net/2292/63
  • Brown, G.T.L., & Harris, L.R. (2010, August). Teacher’s enacted curriculum: Understanding teacher beliefs and practices of classroom assessment. Paper presented at the International Association for Educational Assessment annual conference, Bangkok, Thailand.
  • Buehl, M.M., & Fives, H. (2009). Exploring teachers‘ beliefs about teaching knowledge: Where does it come from? does it change? The Journal of Experimental Education, 77(4), 367–407.
  • Burns, A., Edwards, E., & Freeman, D. (2015). Theorizing and studying the language-teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585–601.
  • Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of research on educational psychology (pp. 709–725). New York: Macmillan.
  • Cheung, A., & Hennebry-Leung, M. (2020). Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong. Language Teaching Research, 136216882093344. doi:10.1177/1362168820933447
  • Cheung, D., & Wong, H.-W. (2002). Measuring teacher beliefs about alternative curriculum designs. The Curriculum Journal, 13(2), 225–248.
  • Clark, C.M., & Peterson, P.L. (1986). Teachers’ thought processes. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). New York: Macmillan.
  • Creswell, J.W., & Creswell, J.D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). Thousand Oaks: Sage.
  • Crookes, G.V. (2015). Redrawing the boundaries on theory, research, and practice concerning language teachers’ philosophies and language teacher cognition: Toward a critical perspective. The Modern Language Journal, 99(3), 485–499.
  • Debreli, E. (2012). Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program. Procedia - Social and Behavioral Sciences, 46, 367–373.
  • Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76(5), 493–506.
  • Ennis, C.D. (1992). The influence of value orientations in curriculum decision making. QUEST, 44(3), 317–329.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
  • Fives, H., & Gill, M.G. (2015). Introduction. In H. Fives & M.G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 1–10). New York: Routledge Taylor & Francis Group.
  • Gilakjani, A.P. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1–6.
  • Gilakjani, A.P., & Sabouri, N.B. (2017). Teachers’ beliefs in English language teaching and learning: A review of the literature. English Language Teaching, 10(4), 78–86.
  • Golombek, P.R. (2015). Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. The Modern Language Journal, 99(3), 470–484.
  • Henson, T.K. (2010). Curriculum planning – Integrating multiculturalism, constructivism, and education reform (4th ed.). Long Grove: Waveland Press.
  • Jamalzadeha, M., & Shahsavar, Z. (2015). The effects of contextual factors on teacher’s beliefs and practices. Procedia - Social and Behavioral Sciences, 192, 166–171.
  • Kagan, D.M. (1990). Ways of evaluating teacher cognition: Inferences concerning the goldilocks principle. Review of Educational Research, 60(3), 419–469.
  • Koka, R., Jurane-Bremane, A., & Koke, T. (2017). Formative assessment in higher education: From theory to practice. European Journal of Social Sciences Education and Research, 9, 28–34.
  • Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435–449.
  • Levin, B.B. (2015). The development of teachers’ beliefs. In H. Fives & M.G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 48–65). New York: Routledge Taylor & Francis Group.
  • Levin, B.B., He, Y., & Allen, M.H. (2013). Teacher beliefs in action: A cross-sectional, longitudinal follow-up study of teachers’ personal practical theories. Teacher Educator, 48(3), 1–17.
  • Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23, 586–601.
  • MacDonald, S. (2002). Pronunciation: Views and practices of reluctant teachers. Prospect, 17(3), 3–18.
  • Marsh, C.J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues (4th ed.). Pearson: Upper Saddle River.
  • Nation, P. (2013). What should every ESL teacher know? Seoul: Compass publishing.
  • Nation, P., & Yamamoto, A. (2012). Applying the four strands to language learning. International Journal of Innovation in English Language Teaching, 1(2), 167–181.
  • Noroozi, M., & Siyyari, M. (2019). Meaning-focused output and meaning-focused input: The case of passive and active vocabulary learning. Cogent Arts & Humanities, 6(1), 1–29.
  • Öztürk, G., & Gürbüz, N. (2017). Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers. Cogent Education, 4, 1–20.
  • Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
  • Print, M. (1993). Curriculum development and design (2nd ed.). Sydney, Australia: Allen & Unwin.
  • Rahimi, M., & Ruzrokh, S. (2016). The impact of teaching Lingua Franca Core on English as a foreign language learners’ intelligibility and attitudes towards English pronunciation. Asian Englishes, 18(2), 141–156.
  • Roberts, P.J. (2014). Curriculum decision making in a research university: An interplay between ideologies and influences (Unpublished doctoral dissertation), Australian National University, Canberra, Australia. doi:10.25911/5d738fe99e6c9
  • Rodwell, G. (1978). Skilbeck’s model of school-based curriculum development and the Tasmanian primary education system (Unpublished doctoral dissertation), Tasmanian College of Advanced Education, Tasmania, Australia.
  • Ruppar, A.L., Gaffney, J.S., & Dymond, S.K. (2015). Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Exceptional Children, 81(2), 209–226.
  • Sabzian, F., & Gilakjani, A.P. (2013). Teachers’ attitudes about computer technology training, professional development, integration, experience, anxiety, and literacy in English language teaching and learning. International Journal of Applied Science and Technology, 3(1), 67–75.
  • Skott, J. (2015). The promises, problems, and prospects of research on teachers’ beliefs. In H. Fives & M.G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 13–30). New York, NY: Routledge Taylor & Francis Group.
  • Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace and World.
  • Tabaro, C. (2018). The Rwandan Secondary School competence-based curriculum: Knowledge, skills and attitudes to incorporate in the University of Rwanda-College of education programs to align them with the current curriculum. International Journal of Education and Practice, 6, 64–75.
  • Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
  • Zhang, F., & Liu, Y. (2014). A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. Language Teaching Research, 18(2), 187–204.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.