A Case Study on Changes in Beliefs and Images of Ideal Lessons to Elementary School Pupils through University Lectures on Teaching English to Young Learners

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  • 児童英語教員養成における大学生の理想の小学校外国語授業のビリーフとイメージの変容に関するケーススタディ
  • ジドウ エイゴ キョウイン ヨウセイ ニ オケル ダイガクセイ ノ リソウ ノ ショウガッコウ ガイコクゴ ジュギョウ ノ ビリーフ ト イメージ ノ ヘンヨウ ニ カンスル ケース スタディ

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Abstract

The purpose of this study is to clarify how the beliefs and images of ideal lessons to elementary school pupils change through a university course on teaching English to young learners. Two third-year university students (Student A and B), who hope to be elementary school teachers, were selected for this research. Their beliefs and images before and after taking a one-semester course were analyzed qualitatively through Steps for Coding and Theorization (SCAT) referring to their reflection reports written at the end of each lecture through the semester. As a result, the following four points were found out: 1) general beliefs on teaching itself changed positively through the course, 2) beliefs on the expectation of teachers’ using English in class stayed high regardless of the students’ confidence in their own English proficiency, 3) images of their ideal lessons were partly affected by what they learned throughout the course. However, their core values remained the same, and finally, 4) beliefs on the expectation of pupils using English in class were affected, though it was not clarified as to what kind of beliefs both Student A and B gained through taking the onesemester course.

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