Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.822474
Title: Exploring the beliefs of EFL instructors in Japanese higher educational institutions : how they are formed and their influences on their practices
Author: Tsukamoto, Mizuka
ISNI:       0000 0005 0288 1515
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2020
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Abstract:
This study concerns the teaching "beliefs" that EFL instructors in Japanese higher educational institutions (HEIs) have. It looks into the stated beliefs of six EFL teachers that vary in terms of their academic background, work experience prior to starting their careers as EFL instructors in Japanese HEIs. Unlike many studies looking in certain teaching practices through a combination of classroom observation and interviews, this study employs life story approach in which the participants had the initiative when sharing their stories rather than answering interview questions by the author. The primary purpose of the study is to explore how the teaching beliefs of EFL instructors in Japanese HEIs may have been formed or what they may have been influenced by. Conventional research on teacher beliefs have investigated their beliefs on specific teaching approach or practices; however, this study attempted to explore the variety of beliefs that the EFL teachers have towards their classroom practices and in teaching English in Japanese HEIs. These were explored through the analysis of the description of the classes that the participants shared. In the literature review, "apprenticeship of observation" (Lortie, 1975) and studies concerning factors that influence teacher beliefs are examined. Each participant's stories that were collected through individual interviews are reported in this study. These stories included not only the participant's stories related to teaching but also their stories on when they were learners and their experiences before and after becoming EFL instructors in Japanese HEIs. The results did not necessarily confirm the view of teachers being influenced by their own teachers from when they were students in schools but provided some insights into the factors that do influence do influence EFL teachers when forming their beliefs. It did, however, identify further limitations to Lortie's (1975, 2002) theory of apprenticeship of observation in addition to those presented in the previous studies (Tomlinson, 1999; Conner & Vary, 2017).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.822474  DOI:
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