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Title: A study of teacher attitudes as related to teacher practices at primary school level in South Africa
Author: Wildsmith, Rosemary
ISNI:       0000 0001 3568 2118
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1992
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The research reported on in this thesis investigated the nature of the relationship between teachers' attitudes and perceptions regarding the language learning/teaching process and their pedagogical practices in class, within two English as second language teaching contexts - a non-formal project and a state primary school. Both attitudes and practices were examined in relation to an educational model consisting of a bi-polar dimension, moving from a traditional, transmission-oriented perspective on teaching, to a more progressive, generative one. This model was based upon preexisting models drawn from educational philosophy and communicative language teaching. Thus, a principle of communicative orientation underpinned the model and provided the theoretical framework for the design of the major research instruments viz, an attitude questionnaire and a classroom observation scheme. The data from these research instruments were supplemented by that obtained from more naturalistic methods such as interviews, stimulated recall and diary entries, so that data was produced that could be analyzed both quantitatively and qualitatively. Thus, the state of the art of pedagogy in black primary classrooms was examined in terms of both the micro-context (pupil numbers, teacher qualifications, etc), and the macro-context (wider societal structures and ideology) which might have an influence on teachers' attitudes and practices in class. Alternatives to this type of pedagogy were then considered with reference to various project initiatives encouraging communicative approaches to language teaching. Finally, the implications of the study for research into teacher thinking in general, and for new roles in particular, are examined in relation to two innovative research techniques and an attitude awareness activity. The educational model is then reappraised in the light of the research findings.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Education & training