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Exploring the Relationship Between Core French Teachers' Beliefs and their Instructional Practices
| Content Provider | Semantic Scholar |
|---|---|
| Author | Viswanathan, Usha |
| Copyright Year | 2016 |
| Abstract | In this doctoral dissertation, I explore the relationship between beginning Core French (CF) teachers' beliefs about Core French teaching and their instructional practices. As a former teacher educator, one of my principle preoccupations was the challenge faced by many of my Core French teacher candidates (TCs) to enact practices aligned with their beliefs. In order to explore this topic, I gathered data via an on-line questionnaire on the beliefs and declared practices of 47 Core French teachers in the Greater Toronto Area (GTA). By means of in-class observations, I collected detailed information on the actual practices of 13 Core French teachers, nine beginning and four experienced for comparison. In addition, I interviewed these 13 teachers to assess their impressions of their teaching. In the literature, conflict or incompatibility between teacher beliefs and non-traditional second language teaching approaches, such as a communicative approach, are regularly cited as a key factor contributing to discrepancy between beliefs and practices. However, the incompatibility of beliefs and practices did not in my view adequately explain what I had witnessed as a teacher |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://tspace.library.utoronto.ca/bitstream/1807/77424/3/Viswanathan_Usha_201611_PhD_thesis.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
