Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach

NISHINO, TAKAKO

doi:10.1111/j.1540-4781.2012.01364.x

Cited by 135EFL/ESL Teaching and LearningTeacher Education and Leadership StudiesSecond Language Learning and Teaching

Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach

NISHINO, TAKAKO·2012·The Modern Language Journal

DOI 10.1111/j.1540-4781.2012.01364.x

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Abstract

This study investigates the relationship among Japanese high school teachers’ beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best‐fitting model indicated that Student‐Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self‐Efficacy, and Exam‐Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants’ learning experiences, in‐service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices.

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Nishino's (2012) observations of four Japanese teachers (12 observations) do not appear to have fed into the interview questions she asked.
“Nor do Nishino's (2012) observations of four Japanese teachers (3 of each teacher, 12 observations in total) appear to have fed into the interview questions she asked.”
From Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016) (2018) · cites this paper as Nishino's (2012)

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Communicative language teaching in Japanese high schools: Teachers' beliefs and classroom practices
Nishino, T. (2009) · TUScholarShare (Temple University) · Cited by 11 · see citing works
Self-citation
コミュニカティブ・アプローチに関する日本人高校英語教師の信条と実践 – Japanese High School Teachers’ Beliefs and Practices Regarding Communicative Language Teaching
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Self-citation
Communicative Language Teaching: Senior High School Teachers' Beliefs and Practices
張麗玉; Chang, S. 黃. H., & 張麗玉; Chang, S. (2001) · Tamkang University Institutional Repository (TKUIR)
JAPANESE SECONDARY SCHOOL TEACHERS BELIEFS AND PRACTICES REGARDING COMMUNICATIVE LANGUAGE TEACHING: AN EXPLORATORY SURVEY
Nishino, T. (2008) · Cited by 84 · see citing works
Self-citation
Exploring ESL Teacher beliefs and Classroom Practices of CLT: A Case Study
Rahman, M. M., Singh, M. K. M., & Pandian, A. (2017) · International Journal of Instruction · doi:10.12973/iji.2018.11121a · Cited by 50 · see citing works

Authors: NISHINO, T.
Affiliations: Kanda University of International Studies (JP)
Corresponding author: NISHINO, TAKAKO
Venue: The Modern Language Journal
Publisher: Wiley
Published: 2012-09
Volume: 96
Issue: 3
Pages: 380-399
ISSN: 0026-7902 (ISSN-L)
1540-4781
DOI: 10.1111/j.1540-4781.2012.01364.x
OpenAlex: W2162645950
Cited by: 131
References: 64
Citations by year: 2026: 4 · 2025: 8 · 2024: 13 · 2023: 12 · 2022: 10 · 2021: 12 · 2020: 16 · 2019: 12 · 2018: 7 · 2017: 13 · 2016: 6 · 2015: 10 · 2014: 4 · 2013: 3 · 2012: 1
FWCI: 42.93
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 31 d)
Locations: Modern Language Journal (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
Keywords: teacher beliefs, communicative language teaching, English language teaching, secondary school teachers, Japanese teachers, teacher cognition, teaching practice, continuing teacher education, college entrance examination, path analysis

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Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach

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