Foreign Language Teachers as Agents of Using a Coursebook

The article highlights the concept of foreign language teacher agency which can manifest itself in the teachers` decision to introduce changes to the coursebooks they use. The most significant characteristics of the teacher agentic position in this area are clear motives and goals for change, a deta...

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Bibliographic Details
Main Authors: Elena Borzova, Maria Shemanaeva
Format: Article
Language:English
Published: Pensoft Publishers 2021-05-01
Series:ARPHA Proceedings
Subjects:
Online Access:https://ap.pensoft.net/article/22718/download/pdf/
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spelling doaj-6c1ddc67dd9c4d3daf208b3dfca805042021-09-28T14:39:58ZengPensoft PublishersARPHA Proceedings2683-01832021-05-01419821510.3897/ap.e4.e019822718Foreign Language Teachers as Agents of Using a Coursebook Elena BorzovaMaria ShemanaevaThe article highlights the concept of foreign language teacher agency which can manifest itself in the teachers` decision to introduce changes to the coursebooks they use. The most significant characteristics of the teacher agentic position in this area are clear motives and goals for change, a detailed analysis of the context and of the tools (including coursebooks) that are necessary for positive learner outcomes, an autonomous decision to choose and use the teaching materials that can facilitate effective learning. All these require teacher self-regulation and reflection. The article aims to find out if foreign language teachers are inclined to change coursebooks and why some teachers reject any changes, what factors affect their decision, and what kind of changes are common. The present research is based on the teachers` answers to a questionnaire that was offered to 182 foreign language school teachers from 2015 up to the beginning of 2020. All the respondents were divided into two groups: professionally active teachers in the community (32 teachers) and those who do not actively participate in the regional professional activities (150 teachers). The results of the study prove that the teacher`s readiness and ability to introduce coursebook changes are a significant indicator of the overall teacher agency. Though the study has a few limitations, its outcomes can be beneficial for both pre-service and in-service teacher education in terms of coursebook evaluation and material choice/development skills.https://ap.pensoft.net/article/22718/download/pdf/teacher agencyindicators of teacher agencycour
collection DOAJ
language English
format Article
sources DOAJ
author Elena Borzova
Maria Shemanaeva
spellingShingle Elena Borzova
Maria Shemanaeva
Foreign Language Teachers as Agents of Using a Coursebook
ARPHA Proceedings
teacher agency
indicators of teacher agency
cour
author_facet Elena Borzova
Maria Shemanaeva
author_sort Elena Borzova
title Foreign Language Teachers as Agents of Using a Coursebook
title_short Foreign Language Teachers as Agents of Using a Coursebook
title_full Foreign Language Teachers as Agents of Using a Coursebook
title_fullStr Foreign Language Teachers as Agents of Using a Coursebook
title_full_unstemmed Foreign Language Teachers as Agents of Using a Coursebook
title_sort foreign language teachers as agents of using a coursebook
publisher Pensoft Publishers
series ARPHA Proceedings
issn 2683-0183
publishDate 2021-05-01
description The article highlights the concept of foreign language teacher agency which can manifest itself in the teachers` decision to introduce changes to the coursebooks they use. The most significant characteristics of the teacher agentic position in this area are clear motives and goals for change, a detailed analysis of the context and of the tools (including coursebooks) that are necessary for positive learner outcomes, an autonomous decision to choose and use the teaching materials that can facilitate effective learning. All these require teacher self-regulation and reflection. The article aims to find out if foreign language teachers are inclined to change coursebooks and why some teachers reject any changes, what factors affect their decision, and what kind of changes are common. The present research is based on the teachers` answers to a questionnaire that was offered to 182 foreign language school teachers from 2015 up to the beginning of 2020. All the respondents were divided into two groups: professionally active teachers in the community (32 teachers) and those who do not actively participate in the regional professional activities (150 teachers). The results of the study prove that the teacher`s readiness and ability to introduce coursebook changes are a significant indicator of the overall teacher agency. Though the study has a few limitations, its outcomes can be beneficial for both pre-service and in-service teacher education in terms of coursebook evaluation and material choice/development skills.
topic teacher agency
indicators of teacher agency
cour
url https://ap.pensoft.net/article/22718/download/pdf/
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