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Teacher Perceptions of a Unified Curriculum

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International Christian University
International Christian University

Teaching within unified curricula has several benefits, yet it can also present a number of challenges. In this presentation, teachers¡¯ perceptions of working in a context with identical lesson aims, materials, and teaching and assessment methods are explored, with the aim of improving understanding of the advantages and challenges involved. This paper was presented by Peter Brereton at JALT CUE Conference on 15th September 2018 at Rikkyo University in Tokyo, Japan.

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Teacher Perceptions of a unified curriculum Peter Brereton Rikkyo university JALT Cue Conference 15th September 2018 brereton.peter@gmail.com
Outline ¡Þ Context: EDC ¡Þ Context: Unified Curriculum ¡Þ Research ¡Þ Findings ¡Þ Q & A
¡Þ Compulsory 1st year course; 4,700 students ¡Þ 550+ classes, 4 levels, 8 students per class ¡Þ both semesters, weekly 90-min. lessons ¡Þ 42 Full-time teachers, 12-14 classes / week ¡Þ 4 program managers English discussion class
Adapted from Brown, J. D. (1995) The Elements of a Language Curriculum Unified curriculum WEAKLY MODERATELY STRONGLYMethodology Materials Assessment Course aims
Adapted from Brown, J. D. (1995) The Elements of a Language Curriculum Unified curriculum EDC: STRONGLY Unified curriculum CLT In-house textbook Grading rubrics Inter-rater reliability Academic discussion skills Speaking fluency
Research rationale Dornyei, Z., & Ushioda, E. (2011). Teaching and researching motivation 5 Restricted autonomy 6 Rigid curricula 7 Imposed teaching methods 8 Standardized testing 9 Content repetitiveness 10 Lack of intellectual challenge 11 Inadequate career structure 1 Unfavourable school climate 2 Stress 3 Low pay 4 Lack of training Prescribed aims, Structure, content, Teaching Methodology, Assessment Methods Teaching only Edc lessons. 12- 14 times a Week. fixed-term contracts
¡Þ semi-structured interviews ¡Þ 13 current instructors ¡Þ 2 former instructors + MA Data from 6 former instructors Research ¡­so far
¡Þ ¡°Much less¡± lesson planning; ¡°frees up¡± time for teaching and CPD ¡Þ Supportive colleagues, Management & Course; culture of discussing lessons, sharing Materials ¡Þ ¡°ethically Fair¡±; ¡°it doesn't matter who your teacher is.¡± ¡Þ opportunity to reflect on, and ¡°perfect¡±, lessons The upside¡­
The upside¡­
The Downside¡­
¡Þ ¡°Frustrating to hear same student ideas over and over again¡±; ¡°Hard to differentiate¡± classes ¡Þ ¡°Bit of a grind¡± teaching lesson for the 10th time; ¡°brain sometimes feels numb¡± ¡Þ ¡°does it make a difference that it¡¯s ME teaching?¡± ¡Þ ¡°get rusty/complacent¡± relying on materials ¡Þ ¡°Not sure how much I develop as a teacher¡±; ¡°May be challenging to find future work¡±The Downside¡­
Dissatisfied, demotivated, disillusioned?
Dissatisfied, demotivated, disillusioned? ¡Þ 85% = positive experience ¡Þ Challenges differ from in other contexts ¡Þ positive impact on former instructors ¡Þ ¡°The idea doesn¡¯t appeal to All Teachers¡±
brereton.peter@gmail.com @breretokyo

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Teacher Perceptions of a Unified Curriculum

  • 1. Teacher Perceptions of a unified curriculum Peter Brereton Rikkyo university JALT Cue Conference 15th September 2018 brereton.peter@gmail.com
  • 2. Outline ¡Þ Context: EDC ¡Þ Context: Unified Curriculum ¡Þ Research ¡Þ Findings ¡Þ Q & A
  • 3. ¡Þ Compulsory 1st year course; 4,700 students ¡Þ 550+ classes, 4 levels, 8 students per class ¡Þ both semesters, weekly 90-min. lessons ¡Þ 42 Full-time teachers, 12-14 classes / week ¡Þ 4 program managers English discussion class
  • 4. Adapted from Brown, J. D. (1995) The Elements of a Language Curriculum Unified curriculum WEAKLY MODERATELY STRONGLYMethodology Materials Assessment Course aims
  • 5. Adapted from Brown, J. D. (1995) The Elements of a Language Curriculum Unified curriculum EDC: STRONGLY Unified curriculum CLT In-house textbook Grading rubrics Inter-rater reliability Academic discussion skills Speaking fluency
  • 6. Research rationale Dornyei, Z., & Ushioda, E. (2011). Teaching and researching motivation 5 Restricted autonomy 6 Rigid curricula 7 Imposed teaching methods 8 Standardized testing 9 Content repetitiveness 10 Lack of intellectual challenge 11 Inadequate career structure 1 Unfavourable school climate 2 Stress 3 Low pay 4 Lack of training Prescribed aims, Structure, content, Teaching Methodology, Assessment Methods Teaching only Edc lessons. 12- 14 times a Week. fixed-term contracts
  • 7. ¡Þ semi-structured interviews ¡Þ 13 current instructors ¡Þ 2 former instructors + MA Data from 6 former instructors Research ¡­so far
  • 8. ¡Þ ¡°Much less¡± lesson planning; ¡°frees up¡± time for teaching and CPD ¡Þ Supportive colleagues, Management & Course; culture of discussing lessons, sharing Materials ¡Þ ¡°ethically Fair¡±; ¡°it doesn't matter who your teacher is.¡± ¡Þ opportunity to reflect on, and ¡°perfect¡±, lessons The upside¡­
  • 11. ¡Þ ¡°Frustrating to hear same student ideas over and over again¡±; ¡°Hard to differentiate¡± classes ¡Þ ¡°Bit of a grind¡± teaching lesson for the 10th time; ¡°brain sometimes feels numb¡± ¡Þ ¡°does it make a difference that it¡¯s ME teaching?¡± ¡Þ ¡°get rusty/complacent¡± relying on materials ¡Þ ¡°Not sure how much I develop as a teacher¡±; ¡°May be challenging to find future work¡±The Downside¡­
  • 13. Dissatisfied, demotivated, disillusioned? ¡Þ 85% = positive experience ¡Þ Challenges differ from in other contexts ¡Þ positive impact on former instructors ¡Þ ¡°The idea doesn¡¯t appeal to All Teachers¡±