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Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A Theory of Planned Behaviour perspective
ARTICLE

TTEAIJRS Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

While numerous studies in mainstream education have drawn on the Theory of Planned Behaviour to investigate curriculum impact, in English Language Teaching contexts such research is scant. This study applies the theory to anticipate the impact of the Japanese national curriculum for English, by exploring the beliefs of senior high school teachers regarding the integration of grammar with communication-oriented teaching. The findings imply that for some teachers, adoption will be hindered, firstly, by misconceptions regarding high-stakes examinations, resulting in unfavourable attitudes and perceptions of social pressure to reject reform; and secondly, by insufficient resources, such as time and training.

Citation

Underwood, P.R. (2012). Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A Theory of Planned Behaviour perspective. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 911-925. Elsevier Ltd. Retrieved May 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.04.004

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