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ERIC Number: EJ1131101
Record Type: Journal
Publication Date: 2016-Dec
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0313-5373
Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers' Cognitions about Principles of Curriculum Design and Their Own Roles
Rahimi, Muhammad; Zhang, Lawrence Jun; Esfahani, Nasim Nasr
Australian Journal of Teacher Education, v41 n12 Article 6 p83-96 Dec 2016
This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers' cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also explored. Data were collected from 40 nonnatives English-speaking EFL teachers using a questionnaire and open-ended questions. The results show that the observed differences between the two groups' cognitions about EFL curriculum design principles were not statistically significant. Results also reveal that both groups believed they lacked the required theoretical knowledge, practical skills, and time and financial resources to develop the classroom-based EFL curriculum and assumed the role of material adapters for themselves. Teachers asserted that they tried to accommodate their students' needs, interests, and other contextual factors through teaching strategies. They expressed aspirations for ongoing support from local scholars and experienced teachers to update their theoretical knowledge and to meet the challenges arising from their teaching contexts. Implied in the teachers' responses was their need for developing a classroom-based EFL curriculum. In light of the findings, we recommend initiating school-university partnership for developing responsive teacher education programmes for preservice as well as in-service teacher education.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A