A Study of Teacher Perceptions of their Professional Identity, Student Motivation and Pertinent Learning Contents
Part III: The Teachers’ Views
After describing the context for English Teaching and Learning in Chile, in Part I, and analysing curricular standards and textbooks in terms of their stances to- wards cultural contents in Part II, Part III is dedicated to the empirical part of this research: the analysis of the interviews carried out with nineteen English teachers who currently work in various types of secondary schools in Chile. This part is divided into four chapters. Chapter 7 provides the theoretical framework of the research, by referring to the reasons why a qualitative study on the teach- ers’ perceptions was preferred to other research approaches; by reviewing con- cepts and other, similar studies on teacher cognition and identity, and on learner motivation; and, finally, by explaining the most important aspects of the analyti- cal approach applied to the teacher interviews. Chapter 8 is more technically oriented and explains in detail the procedure of the research process in itself: the way in which the teachers were chosen and contacted in order to participate in the research; the design of the interview questions and the questionnaires; and the transcription and analysis of the interview data. Chapter 9 presents and summarises the most important general findings of the interviews and question- naires on a general basis. It is subdivided into three longer sections, following the key aspects of the interviews: teaching context and general challenges; per- ceived student motivation; beliefs and experiences around the teaching of cul- ture-and-language. Finally, chapter 10 aims at presenting a deeper analysis...
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