Teachers' perceptions of the process and function of theories of language learning.
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1987.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy ProQuest, Abstract |
| Abstract: | This inquiry project explored teachers' perceptions of theoretical understandings. Twenty-three teachers were interviewed about their theories of language learning. They were asked how theories relate to their classroom practices, how they developed their theories, and if their theories are shared with colleagues. This study was a transactional study in that data were presented as responses from the teacher/respondents and discussed in terms of how these responses reflected and/or contradicted recent literature in reading/language arts. The teacher/respondents in this study were able to articulate theories of language learning even though they were at different levels of theoretical development. Some teachers had fully developed theories, while most had theories at the formative stage and a few had underdeveloped theories. A major conclusion of this study is that theory formulation is a developmental process for teachers. Teachers that are decision-makers are the teachers engaged in lifelong learning. They learn from their students as well as from more formal educational experiences, they can make their theories explicit, and they are empowered enough by their theories to share them with others. Technician teachers are the ones whose teaching is characterized by repetition. Teachers make a choice about which kind of teacher they will be. Another major finding of this study is that the way researchers view theory determines in large measure whether or not they think teachers put theory into practice. A transactional view of theory will allow teachers and researchers to see the connections between theory and practice. |
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| Item Description: | Typescript (photocopy). Vita. |
| Physical Description: | xi, 158 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 141-148). |