Teachers’ Beliefs in Teaching English for Kids at a Kindergarten: A Case Study of Students from the Department of Applied English

Yu-wei Chu

English Language Teaching, 2014, vol. 7, issue 10, 100

Abstract: The main purpose of this study was to explore the changes in teachers’ beliefs before and after teachings among four students from the Department of Applied English at Hungkuang University, who were conducting English teaching at a kindergarten. Teacher’s beliefs included four aspects in terms of English teaching, teacher-student interaction in class, curriculum planning and English learning. The study results revealed that before and after teachings, there were no significant differences in teachers’ beliefs between the aspects of English teaching (e.g. teaching resources and the preparation of lesson plan) and English learning (e.g. understanding of the kids’ learning conditions). Inconsistent viewpoints in the beliefs of teacher-student interaction in class and curriculum planning were reported. Constructive suggestions to the curriculum plans for Module of Teaching Children English at the Department of Applied English were proposed for assisting students interested in teaching children English and undertaking further research on this topic.

Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:7:y:2014:i:10:p:100

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