Teacher beliefs and intentions regarding the instruction of English grammar under national curriculum reforms: A Theory of Planned Behaviour perspective
TATE Volume 28, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.