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Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices: teachers' belief study

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/82707

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Title: Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices: teachers' belief study
Title: Teachers' belief study
Related: Australasian Digital Theses Program
Publisher: Australia : Macquarie University
Date: 2006
Author/Creator: Bunts-Anderson, Kimberly
Description: Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.
Description: Bibliography: p. 372-438.
Description: Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.
Description: Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.
Description: Mode of access: World Wide Web.
Description: xvii, 496 p. ill
Subject Keyword: English language -- Study and teaching -- Foreign speakers
Subject Keyword: Teachers -- Attitudes
Subject Keyword: Interaction analysis in education
Subject Keyword: Teacher-student relationships
Subject Keyword: Oral communication
Subject Keyword: English language -- Study and teaching -- Australia -- Foreign speakers
Resource Type: Thesis PhD
Organisation: Macquarie University. Dept. of Linguistics

Identifier: http://hdl.handle.net/1959.14/82707
Identifier: 1386692
Language: eng
Rights: Copyright disclaimer: http://www.copyright.mq.edu.au
Rights: Copyright Kimberley Bunts-Anderson.
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