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2009). Through the effort that Jane made to incorporate ideal English teaching principles, the investigator witnessed the positive influence that current teaching philosophy had on an experienced in-service teacher. Regardless of Jane’s limited amount of extracurricular teaching resources during the observations, her inclusion of these materials was a meaningful start to provide authentic exposures.
The findings of the study have also lent some credence to Phipps and Borg’s (2009) hypothesis that peripheral beliefs are the ones that are “theoretically
embraced.” Teacher education programs should offer courses or workshops that assist teachers to gain more “empirically ingrained” experience on those
theoretically embraced teaching methods. Once teachers have enough operational experience, the practices will in turn influence their core beliefs and peripheral beliefs, making them more and more harmonious.
6.3 Limitations
There are some restrictions that may narrow the scope of this present study.
First of all, Green’s distinction on core and peripheral beliefs is sometimes challenging to operate for research purpose. It is not straightforward to determine which belief should be categorized into core or peripheral. Second, the limited observation time also constrained the investigator from illustrating Jane’s teaching throughout three grades. All the classroom observations were conducted in Jane’s ninth grade classes, which she described as the most pressured grade of all.
Therefore, the tensions revealed in the present study were only sufficient to portray part of her teaching state.
6.4 Suggestions for future studies
Within the studies on teachers’ beliefs and practices, much has been discussed
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on what constitutes beliefs (Borg, 2003; Green, 1971; Pajares, 1992; Phipps & Borg, 2009; Rokeach, 1968) as well as the gaps between beliefs and practices (Basturkmen, 2012; Borg, 2003; Johnson, 1992b; Phipps & Borg, 2009). However, most of them analyzed the gaps more negatively by using terms such as inconsistency or
incongruence. More research should be done to positively investigate the distinctions between beliefs and practices to generate more complicated understandings about teaching process. The documentation of the present study should provide some basis for future research on similar topics. Second, it is suggested that future research of teachers’ beliefs and practices should be conducted with more depth. Observing participants’ classes in all three grades enables researchers to make a more holistic portray of participants’ teaching philosophy as a whole.
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Appendix 1 Interview and observation consent form
訪談同意書 ______，您好：
我是政治大學英國語文學系英語教學組碩士班研究生，目前正著手進行畢 業論文的研究。研究主題為「台灣國中英文教師對文法教學信念與實踐之差異
研究 」，主要目的是想探究台灣國中英文教師對文法教學的理念、以及教師實
際上如何進行文法教學。希望您能提供個人的想法和經驗協助本研究進行。
本研究採用深度訪談法，須 2 次訪談，各約 1 至 1.5 個小時，並會根據蒐 集到的資料狀況進行另一次的後續訪談。為了資料的整理與分析，希望您同意 於訪談過程中錄音。錄音內容僅作為研究者分析資料、編碼及歸類統整之用，
絕不外流。基於保護受訪者的義務，您的姓名及個人資料一律隱匿不公開，改 以代號稱之。因此，希望您能提供真實的意見，以增加研究資料的正確性。
訪談期間您隨時有權利選擇退出或終止錄音，也有權力決定回答問題的深 度，面對不想回答的問題亦可拒絕回答。若您對本研究有任何意見，歡迎隨時 提供。再次誠摯地歡迎您參與本研究。
我同意受訪參與本研究
受訪者：__________________(請簽名) 我同意研究者使用訪談過程中的內容 受訪者：__________________(請簽名) 研究者：__________________(請簽名)
日期： 年 月 日
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The interviews in the present study is to understand your beliefs about education, English teaching, and especially grammar teaching. There will be three interviews in total, and each interview will last for about an hour. Later in this interview, I will ask you a few questions about these topics. Please feel free to share your ideas and feelings. There is no right or wrong about your answer. All of your opinions will be valuable for this study. The questions in this interview include two major topic domains— your personal experiences of English learning and how you teach grammar in class. If you have anything relevant to add after each question, please feel free to do so.
Topic domain 1
Demographic information and autobiographical narratives about grammar learning and teaching
Lead-off question 1: Could you please tell me some general information about your prior learning experiences, such as your major in the university, the professional training courses that you took, etc? To what extent did your grammar learning experience as a student influence the way you teach grammar?
a. You mentioned that you major in ______ in college. How did this experience influence your ideas about teaching in general and grammar teaching?
b. You said that you took _____ course(s) in college. How did this experience influence your ideas about teaching in general and grammar teaching?
c. Besides what you have mentioned just now, could you describe how you learned grammar in the past?
Topic domain 2 Prior teaching experiences
Lead-off question: I know that you have been teaching English for _____ years. Can you briefly describe your prior teaching experience, and tell me to what extent these experiences influence your grammar instruction now?
a. You said that you taught in _____ junior high school before. What are the differences between teaching in that school and the present school (for
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example, teaching methods, school atmosphere, student levels… )?
b. When you first came to this school, did you encounter any difficulties, especially in grammar teaching? How did you deal with these difficulties?
c. You have been teaching in this school for ____ years. What are the major changes or adjustments in your grammar instruction during this period? Why did you make these adjustments?
Topic domain 3
Teachers’ stated beliefs and stated practices about grammar teaching
Lead-off question: I know that in junior high school setting, teachers have to cover three units in each exam. I’m curious about what your teaching procedures are in each unit. For example, some teachers like to finish teaching all vocabulary first and then move on to sentence patterns, dialogues, and reading sections. How about you? Could you describe how you teach a whole unit?
a. You said that you often teach grammar and sentence pattern at _____(for example, at the beginning of a lesson)____. Why do you choose to do so?
Have you tried arranging the sequence in other ways? Why or why not?
b. Could you describe the teaching procedures of the grammar point you’re currently teaching? What are steps and tasks involved in details?
c. Why do you choose to teach grammar in this manner? What are the reasons behind each task?
d. What are the other ways that you would also use in grammar teaching?
e. Among all the methods that you talked about, which one do you use most frequently? Why do you prefer this teaching method?
f. How do you feel about focusing on grammatical forms or concentrating on meaning communication? What is your opinion about their importance in English learning?
g. How often do you use grammatical terminology in class? When do you usually use them? Why?
h. How do you usually correct students’ grammar mistakes? Why?
i. What materials or what types of practices do you usually use in grammar instruction? Could you please tell me the reason why you use them?
j. I know that the students that you are currently teaching will face 12-year national education this year. In what way does the new high school entrance system influence your grammar teaching beliefs and practices?
Could you please tell me how you conceive the role of grammar instruction in junior high school classroom?