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THE LINKS BETWEEN A MASTER OF TESOL PROGRAM AND ITS GRADUATES DIVERSE
TEACHING CONTEXTS
Abstract
　　

英语毕业论文范文

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This study was undertaken to investigate the links between a Master of TESOL program and its graduates diverse teaching contexts through a questionnaire. It was discovered from the participants responses whichcourses were the most contributing, which were irrelevant yet valuable to their teaching, what adjustmentswere needed as gaps were discovered between what they had learned and their real teaching contexts, whetherthey believed the outcomes had changed their teaching and contributed to their confidence in teaching, andtheir comments on their choices. Based on the findings and discussions, a processing model of forging theselinks is established. In addition, the article also discusses reasons associated with the results, and providessuggestions of solutions for possible implementations of future programs.
Key words
TESOL program; teaching context; link
1•Introduction
Master of TESOL (M. TESOL) programs have been offered in some universities abroad catering tothe needs of teachers of English as a second language (ESL)/foreign language (EFL) worldwide.However, the existing research which focuses on international diversity in TESOL programs has mainlybeen conducted for program evaluation by educators, and usually highlights the various needs andexpectations of international students within the programs without linking these programs and theirinfluence after completion of the programs (Freeman & Johnson 1998; Velez-Rendon 2002). Thisresearch aims to illustrate the links between the case program and its graduates diverse teaching contexts,and suggest future solutions for possible implementations for both the program and students to enhancethe quality of their learning and teaching.
2. Literature Review
2.1 Teachers Beliefs and Language Teaching
Teachers beliefs in this research refer to teachers mental representations that play important rolesin deciding how and what to do in their teaching. Beliefs are closely related to values (Bernat &Gvozdenko 2005; Pajares 1992) and strongly influential in forming human perceptions (Pajaras 1992;Williams & Burden 1997). Hence, in this research no explicit distinction is made among teachers beliefs,
values and perceptions.Teaching has recently been viewed as a complex cognitive activity (Freeman 1996b), and theeffectiveness of teaching can be measured through teachers beliefs. Teachers beliefs function as strongfilters of conceptions of what is plausible/possible in reality (Bernat & Gvozdenko 2005; Freeman
1131996a). Beliefs function together with past experiences as learners shape ways of thinking aboutteaching, which often conflict with images of teaching as advocated in teacher Education programs(Freeman & Johnson 1998). Thus without investigating teachers beliefs it is difficult to understand howthey internalize what they have lea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。