Teachers' beliefs about appropriate methodology in Thai Secondary level English education
Language teacher cognition research has been a growing area of research interest in recent times. However, the majority of studies of teacher cognition in relation to teacher change have focused on pre-service and novice, rather than experienced teachers. Additionally, most research has been carried out in contexts other than the public secondary school EFL settings where most English education goes on in the world. The present study aims to redress this tendency by deeply investigating the beliefs and practices of three experienced Thai EFL teachers working in a public secondary school in Thailand. Also investigated are the sources of their beliefs and how these have developed over time throughout the teachersâ lives. Using a range of methods including semi-structured interviews, stimulated recall, classroom observation, Snake interviews, repertory grid interviews and research diary, the present study focuses on Thai EFL teachersâ beliefs concerning appropriate methodology, a notion of importance both at the macro level of educational change and at the micro level of individual classrooms, where teachers can be viewed as key change agents. Adopting a personal construct theoretical perspective, the study
Nattheeraphong, Anyarat
LB1603 Secondary Education. High schools ; P Philology. Linguistics
Teachers' beliefs about appropriate methodology in Thai Secondary level English education. Language teacher cognition research has been a growing area of research interest in recent times. However, the majority of studies of teacher cognition in relation to teacher change have focused on pre-service and novice, rather than experienced teachers. Additionally, most research has been carried out in contexts other than the public secondary school EFL settings where most English education goes on in the world. The present study aims to redress this tendency by deeply investigating the beliefs and practices of three experienced Thai EFL teachers working in a public secondary school in Thailand. Also investigated are the sources of their beliefs and how these have developed over time throughout the teachersâ lives. Using a range of methods including semi-structured interviews, stimulated recall, classroom observation, Snake interviews, repertory grid interviews and research diary, the present study focuses on Thai EFL teachersâ beliefs concerning appropriate methodology, a notion of importance both at the macro level of educational change and at the micro level of individual classrooms, where teachers can be viewed as key change agents. Adopting a personal construct theoretical perspective, the study
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