کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374179 | 622479 | 2012 | 9 صفحه PDF | دانلود رایگان |

Class size research suggests that teachers do not vary their teaching strategies when moving from large to smaller classes. This study draws on interviews and classroom observations of three experienced English language teachers working with large and reduced-size classes in Hong Kong secondary schools. Findings from the study point to subtle differences between teachers’ perceptions and their subsequent classroom practice. Implications for professional practice and development are presented.
► Case studies of three secondary school teachers teaching large and small classes.
► Each class has comparable academic ability and in same year level.
► Previous research suggests teachers do not change their pedagogy in small classes.
► I examined teacher perceptions and practice through interview and observation.
► Teachers found to change their practice in subtle but significant ways.
Journal: Teaching and Teacher Education - Volume 28, Issue 1, January 2012, Pages 132–140