Location of Repository

Investigating teachers' practices and beliefs in relation to curriculum innovation in English language teaching in Libya\ud

By Senussi Mohamed Saad Orafi

Abstract

This thesis presents the findings of a study which investigates the relationship between curriculum innovation and teachers' actual classroom practices in ELT. It\ud examines five teachers' implementation of the English language curriculum in Libyan secondary schools, and compares their implementation to what is recommended by this\ud curriculum innovation. It also sheds light on how teachers' beliefs and other contextual factors influence the way teachers interpreted and implemented this curriculum.\ud \ud In order to study these issues, a qualitative research design was employed as a mode of inquiry. Data collection methods consisted of classroom observations in which\ud audio recordings of the teachers' actual classroom practices were obtained, and follow up interviews in which teachers commented on their classroom practices and discussed the factors shaping these practices.\ud \ud The analysis of the data pointed to a limited uptake of the curriculum by these teachers. The interviews with the teachers shed light on the tensions between teachers'\ud actual classroom practices and the intentions of the curriculum. They also highlighted complex relationships among the curriculum reform, teachers' practices, teachers'\ud beliefs, and other contextual factors.\ud \ud This study illustrates the value of studying what teachers do while implementing educational innovations and how their beliefs and other contextual factors influence the\ud way teachers interpret and implement these educational innovations

Publisher: School of Education (Leeds)
Year: 2008
OAI identifier: oai:etheses.whiterose.ac.uk:1485

Suggested articles

Preview

Citations

  1. (1998). A case study of curriculum implementation in Hong Kong.
  2. (2002). A Framework for research on largescale reform.
  3. (2007). A knowledge filter model for observing and facilitating change in teachers' beliefs.
  4. (2001). Achieving cultural continuity in curriculum innovation.
  5. (2001). An analysis of elementary teachers' beliefs regarding the teaching and learning of science.
  6. (2002). An Introduction to Qualitative Research
  7. (1994). An Introduction to Research Methodology and Paradigms. Exter:
  8. (2008). An investigation into the impact of language games on classroom interaction and pupil learning in Libyan EFL primary classrooms. Unpublished PhD Thesis,
  9. (1994). Appropriate Methodology and Social Context. Cambridge:
  10. (1999). Becoming Qualitative Researchers: An Introduction
  11. (1992). Becoming Qualitative Researchers: An Introduction.
  12. (2003). Behind the classroom door: The challenge of organizational and pedagogical change.
  13. (2000). Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action.
  14. (1968). Beliefs, Attitudes, and Values: A Theory of Organization and Change.
  15. (2005). Cascading training down into the classroom: The need for parallel planning.
  16. (2007). Communicative language teaching: Unity with diversity.
  17. (2000). Constraints on development and change to Science teachers' practices in Egyptian classrooms.
  18. (2007). Contextual factors that sustain innovative pedagogical practice using technology: An international study.
  19. (1994). Criteria for assessing interpretive validity in qualitative research.
  20. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar and corrective feedback: USA-Colombia.
  21. (2004). Curricular reform in schools: The importance of evaluation.
  22. (2006). Curriculum and teachers: An encounter of languages and literatures.
  23. (1986). Curriculum change: Management or meaning?
  24. (1981). Curriculum Implementation. Toronto: Ontario Institute for Studies in Education.
  25. (1990). Curriculum innovation in Adult ESL. In
  26. (2003). Difficulties in learning vocabulary with reference to Libyan secondary school students. Unpublished MA Thesis,
  27. (1988). Dynamics of Effective Teaching.
  28. (1996). Education Advisory Mission to Libya.
  29. (2000). EFL educational policies and educational cultures: Influences on teachers' approval of communicative activities.
  30. (2003). EFL Teacher preparation programs in Saudi Arabia: Trends and challenges.
  31. (2000). English for Libya: Teachers' book.
  32. (2000). Evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue.
  33. (2000). Evaluating systemic educational reform: Facing the methodological, practical, and political challenges.
  34. (1998). Evaluating the implementation of educational innovations: Lessons from the past.
  35. (2003). Factors in the implementation of task-based teaching in primary schools.
  36. (2001). From meaning to meaning: The influence of translation techniques on non-English focus group research.
  37. (1976). General strategies for effecting changes in human systems. In
  38. (1996). Getting to scale with educational practice.
  39. (2003). Giving TESOL change a chance: Supporting key players in the curriculum change process.
  40. (1997). How does washback influence teaching? Implications from Hong Kong.
  41. (2006). Implementing CALL in an EFL context.
  42. (2001). Implementing ELT innovations: A needs analysis framework.
  43. (1997). Improving instructional practice in developing countries: The teachers' dilemma. In
  44. (1984). In the Field: An Introduction to Field Research
  45. (1987). Innovating for change: Teacher development and innovation.
  46. (2002). Innovative teaching in foreign language contexts.
  47. (1995). Inspiring Innovations in Language Teaching.
  48. (1996). Interviews: An Introduction to Qualitative Research Interviewing.
  49. (2000). Introduction to Research Methods. London: Sage Publication.
  50. (1993). Is the communicative approach practical in China?
  51. (2004). Issues in teachers reinterpretation of a task-based innovation in primary schools.
  52. (1987). Language education in Hong Kong. In
  53. (2001). Large classes and student learning.
  54. (1999). Large scale curriculum change in Hong Kong. In
  55. (1996). Learner resistance to innovation in classroom methodology. In
  56. (2003). Learning in the Field: An Introduction to Qualitative Research
  57. (2003). Learning to live with complexity: Towards an ecological perspective on language teaching.
  58. (1982). Libya Since the Revolution: Aspects of Social and Political Development.
  59. (2001). Making sense of language teaching: Teachers' principles and classroom practices.
  60. (1991). Management in English Language Teaching. Cambridge:
  61. (1997). Managing Curricular Innovation. Cambridge:
  62. (1983). Managing Educational Innovation.
  63. (2001). Managing the learning process.
  64. (2003). Mathematics teachers' beliefs and curriculum reform.
  65. (2005). Models of continuing professional development: A framework for analysis.
  66. (2002). National standards and the diffusion of innovation: Language teaching in the United States.
  67. (1999). Nationwide curriculum innovation: How do we manage? In
  68. (1985). Naturalistic Inquiry. London: Sage Publication.
  69. (2002). Policy implementation and cognition: Reframing and refocusing implementation research.
  70. (1996). Power, Pedagogy, and Practice.
  71. (1992). Pre/in service training of ELT teacher trainers: Planning the regional MATEFL project. In
  72. (2004). Presenting a model of change.
  73. (1997). Psychology for Language Teachers: A Social Constructivist Approach. Cambridge:
  74. (1987). Publishing Qualitative Research.
  75. (2007). Qualitative approaches to classroom research with English language learners.
  76. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions.
  77. (2003). Qualitative Inquiry in TESOL.
  78. (2002). Qualitative interviewing: Asking, listening and interpreting. In
  79. (1986). Qualitative methods in research on teaching.
  80. (1996). Qualitative Research Design. Thousands Oaks:
  81. (1991). Questioning in classrooms: A sociolinguistic perspective.
  82. (2003). Readiness for educational reform: The case of EFL reading teachers in Lebanon.
  83. (2002). Recent important developments in Secondary English language teaching in the
  84. (1996). Reflective Teaching in Second Language Classrooms. Cambridge:
  85. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state Mathematics reforms. Educational Evaluation and Policy Analysis,
  86. (2007). Reforming practice or modifying reforms? Elementary teachers' response to tools of reform.
  87. (1989). Research in Classroom.
  88. (1997). Research Methods for English Language Teachers.
  89. (2007). Research Methods in Applied Linguistics: Quantitative Qualitative, and Mixed Methodologies.
  90. (1996). Revisiting "The Culture of the School and the Problem of Change".
  91. (1975). School Teacher: A Sociological Study.
  92. (2001). Social histories of educational change.
  93. (2000). Social Research Methods.
  94. (1996). Society and the Language Classroom. Cambridge:
  95. (2004). South Korean high school English teachers code switching: Questions and challenges in the drive for maximal use of English in teaching.
  96. (1991). Strategies for sampling. In
  97. (1998). Strategies of Qualitative Inquiry.
  98. (1996). Student foreign language teachers' knowledge growth. In
  99. (2003). Students' perceptions of motivation in English language teaching in Libya. Unpublished PhD,
  100. (2007). Teacher and school characteristics and their influence on curriculum implementation.
  101. (2006). Teacher Cognition and Language Education: Research and Practice.
  102. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, believe, and do.
  103. (1996). Teacher Cognition in Language Teaching. Cambridge:
  104. (1996). Teacher decision making in the adult ESL classroom. In
  105. (1995). Teacher identified factors affecting the implementation of an EFL innovation in Greek public secondary schools.
  106. (1996). Teacher Learning in Language Teaching. Cambridge:
  107. (1992). Teachers' beliefs and concepts: A synthesis of the research.
  108. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct.
  109. (2001). Teachers' beliefs.
  110. (1996). Teachers' maxims in language teaching.
  111. (2001). Teachers' perceived difficulties in introducing the communicative approach in South Korea.
  112. (2005). Teachers' perceived efficacy among English as a foreign language teachers in middle schools
  113. (1996). Teachers' practice through action learning. In
  114. (2007). Teachers' spaces for coping with change in the context of a reform effort.
  115. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices.
  116. (1986). Teachers' thought process.
  117. (2007). Teaching Teachers: Processes and Practices.
  118. (2007). TESOL and policy enactments: Perspectives from practice.
  119. (1996). The cognitive affective filter in teacher development.
  120. (2002). The cognitive element of curriculum change. In
  121. (1994). The communicative approach to language teaching.
  122. (1996). The consequences of INSET. In
  123. (1991). The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change.
  124. (2001). The Dynamics of the Language Classroom. Cambridge:
  125. (2003). The end of CLT: A context approach to language teaching.
  126. (1980). The essential of communicative curriculum in second language teaching and testing.
  127. (1998). The first year of teaching.
  128. (1999). The foreign trainer as change agent and implications for teacher education programs in China. In
  129. (2002). The hidden side of the work: Teacher Knowledge and learning to teach.
  130. (1998). The Hong Kong School Curriculum: Development, Issues and Politics. Hong Kong: Hong Kong
  131. (2005). The impact of curriculum innovation on the cultures of teaching.
  132. (2003). The impact of English as a global language on educational policies and practices in the Asia-pacific region.
  133. (2004). The Libyan National Commission for Education.
  134. (1994). The meaning of educational change.
  135. (2001). The New Meaning of Educational Change
  136. (2002). The principles of assumed consent.
  137. (2004). The reconceptualisation of learner-centred approaches: A Namibian case study.
  138. (1996). The role of attitudes and beliefs in learning to teach. In
  139. (2004). The roles played by relationships of Arab expatriate teachers in Libya: A case study. Unpublished PhD Thesis,
  140. (2006). The Sociocultural turn and Its challenges for second language teacher education.
  141. (1992). The use of the mother tongue in the classroom.
  142. (2001). Theory-based change and change-based theory: Going deeper, going broader.
  143. (2001). There is a role for the Ll in second and foreign language teaching, but. Canadian Modern Language Review,
  144. (2001). Toward a postmethod pedagogy.
  145. (2005). Traditional and grammar translation methods for second language teaching.
  146. (1994). Training and professional expertise: Bridging the gap between new information and pre existing beliefs of teachers.
  147. (1994). Transforming Qualitative Data: Descriptions, Analysis, and Interpretation. Thousand Oaks,
  148. (1992). Understanding and validity in qualitative research.
  149. (2003). Using Semi-Structured Interviews in Small-Scale Research: A Teacher's Guide. Glasgow: Scottish Council for Research in Education.
  150. (2001). Using the first language in the classroom.
  151. (2004). Washback and Curriculum Innovation. In
  152. (2004). Washback in Language Testing: Research Contexts and Methods. London: Lawrence Erlbaum Associates.
  153. (2004). Wearing two pairs of shoes: Language teaching in Japan.

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.