Primary school teachers’ dispositions in using English to teach Science
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Date
2007
Authors
Razali, Zuraida
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Abstract
This study is carried out after much consideration on the teachers’
worries that developed as the result of using English to teach Science.
Realizing the importance of teachers’ dispositions that contributed to the level
of motivation for achievement has made this study possible. ‘Dispositions’ is a
summary of actions (thoughts, perceptions, attitudes, and personalities of
teachers) that are translated into behavior.
The main intention of this study was to examine the teachers'
dispositions in relation to: (a) the teaching profession; (b) subject-matter which
is Science and the language of instruction which is English and (c) their level of
motivation to become effective Science teachers. It is important to consider
teachers’ dispositions so that teacher educators can design
curricular/programs/courses/teacher preparation that reflect individual
differences, and ultimately, improve teacher behavior (favorable/positive
dispositions and dispositions of effective Science teachers).
Four respondents are used to make the data collection possible and
analyses are done extensively so that a holistic interpretation is obtained. This
study adopted a case study approach in order to have a better understanding
of the intricacies of the phenomenon under study, which was using English to
teach Science. The focus of the study was the teachers’ dispositions, which is
one of the most important factors in developing effective Science teachers. In
the effort to gain a good understanding of the phenomenon, only four
respondents are used. The nature of the questions and issues investigated
demanded that the responses be extensive, descriptive and thorough;
therefore questionnaires-study in retrospection is used as the central method of
data collection although other methods of data collection are also used. This
study adopted the approach from a socio-psycholinguistic theoretical
orientation. Katz’s (1985) Framework on Dispositions of Effective Science
teachers is developed and Weiner’s Attribution Theory of Motivation for
Achievement (1986) is adapted for this study to help in giving a holistic
understanding of the complex interactive relationships between constructs.
Findings and analyses from this study showed that these primary school
teachers possessed the identified teaching dispositions in using English to
teach Science. Dispositions that are examined were: (a) curiosity; (b) respect
for evidence; (c) critical reflection; and (d) flexibility (Katz, 1985). The central
worry was the language (English) that affected their teaching as a whole.
Nevertheless, their level of intrinsic motivation in becoming effective Science
teachers varied due to their worries that affected their level of confidence and
self-perceived competence.
Description
PhD
Keywords
Education , School teacher , Science subject , English language