Language Teacher Cognition and Environmental Factors: Primary School Teachers in Different Working Contexts

Abstract

　　The aim of this study is to investigate the characteristics of Japanese primary school teachers in their roles as language teachers and in relation to their workplace environments. Both quantitative and qualitative data were collected and analyzed to answer the research questions posed. To determine workplace environmental factors, we extracted data collected from teachers at two different primary schools. In order to capture an overview of primary school teachers in their roles as language teachers, we focused on their affective, cognitive and behavioral dimensions. A questionnaire was distributed to the teachers at these schools and group discussions were held. The results showed that the characteristics of the three dimensions of the teachers differed slightly between two schools. In addition, integrating the quantitative and qualitative data showed that: (a) the experience of teaching English may intrinsically motivate teachers, while extrinsic motivation may depend on how much they rely on various forms of teaching support; (b) co-operative activities among teachers might build common, strong teacher beliefs and a lack of such activities may cause greater diversity in beliefs; and (c) the circumstances under which teachers independently teach English may increase teaching practice diversity, while a set curricula, teacher support and other factors may lead to relatively similar teaching practices.