Changes in teachers due to formalization of English education - Research on teacher cognition in elementary school English education

Abstract

The purpose of this study is to gain practical knowledge that can be used in elementary school English education by understanding teachers’ mental structures. Based on the microsystem framework (Bronfenbrenner, 1979), we investigated the cognitive and emotional aspects of homeroom teachers who teach English and those who do not. We conducted a Likert scale questionnaire and free written comments survey and obtained data from 859 people for analysis. The results suggest some differences between the two groups in their cognitive aspects and that the understanding of the purpose of elementary school English education and the desired changes observed in the children led to changes in teachers teaching English. On the other hand, although no differences were found between them in their emotional aspects, analysis of their comments suggested several factors motivating teachers towards their own English learning and teaching.