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ERIC Number: EJ956073
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1300-5340
Assumptions and Pedagogical Knowledge: Teaching and Learning According to Teachers of English
Karaata, Cemal
Hacettepe University Journal of Education, v41 p244-254 2011
This article investigates assumptions and pedagogical knowledge of English teachers working in primary, secondary and higher education in Turkey to identify their current orientations towards practices in foreign language learning and teaching. A survey was administered to 197 participants. The two questionnaires, on learning and teaching, were designed in a way to identify the extent to which teachers' views overlap with those offered at teacher training programs as well as their beliefs and assumptions that markedly deviate from the current state of the art research. Findings overall reveal that teachers' views overlap considerably with those in foreign language learning and teaching scholarship. However, traces of Audiolingual Method can be seen in teachers' thinking. They favor the use of language laboratories as well as the repetition drills. Gender, age, and experience do not play a statistically significant role in the assignment of assumptions and pedagogical knowledge. (Contains 6 tables.)
Hacettepe University. Faculty of Education, Beytepe, Ankara 06800, Turkey. Tel: +90-312-2978583; Fax: +90-312-2992083; e-mail: efdergi@hacettepe.edu.tr; Web site: http://www.efdergi.hacettepe.edu.tr
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey