Beliefs, practices, and interactions of teachers in a Japanese high school English department

By Kazuyoshi Sato, R. Kleinsasser. 2004

179 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/a0b22b8059dafd62aa6283e0158af0a9d64da7c6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Li Li
2. A. Burns
3. Steve Walsh
4. Paul R. Underwood

In Language and Linguistics

1. Li Li
2. Paul R. Underwood
3. A. Burns
4. Steve Walsh
5. Simon Humphries
6. K. Rajagopalan
7. Olcay Sert

Citations in the corpus

• Teacher Beliefs and Intentions regarding the Instruction of English Grammar under National Curriculum Reforms: A Theory of Planned Behaviour Perspective. (2012, background): “Recalling the caveat that Sato and Kleinsasser (2004) raise regarding peer planning and observation merely serving to reinforce standard practices, such training should be, as Carless (1999) advises, “ongoing and developmental rather than of an isolated one-off nature” (p. 28).”
• ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction (2011, background): “In a different context, Sato and Kleinsasser ( 2004 ) investigated the beliefs, practices and interactions of 19 teachers in a Japanese high school English department using interviews, observations and teachers’ documents.”
• ‘In reality it’s almost impossible’: CLT-oriented curriculum change (2015, background): “Japanese junior teachers follow norms set by older colleagues, leading to the perpetuation and consolidation of an existing school culture (Sato and Kleinsasser 2004).”