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1、TheCultureoftheEnglishLanguageTeacher:AHongKongExampleJackCRichardsPeterTungPeggyNgDepartmentofEnglishCityPolytechnicofHongKongIntroductionThestudyofteachingcanbeapproachedfromanumberofdimen-sions.Afocusontheobjectivefactsofteachinginvolvesexaminingthebehavioursofteachersinclassro
2、omsinordertobeabletomakegenera-lizationsaboutsuchthingsasteacherdiscourseandteacher-learnerinter-actions(cf.Chaudron,1988).Afocusonthesubjectivedimensionsofteachingontheotherhand,involvesexaminingteachers’goals,values,andbeliefsaboutteachingandusingsuchinformationtohelpexplainteac
3、hers’classroomactions.Inthelast10years,researchonteachers’beliefshasbeenseenasavaluablecomplementtotraditionalapproachestothestudyofteaching(FlodenandKlinzing,1990;Nespor,1987).Theinformationobtainedfromsuchstudiesclarifiesthenatureofteachers’knowledgeandbeliefsystems,theirviewsas
4、towhatconstitutesgoodteaching,andtheirviewsofthesystemsinwhichtheyworkandtheirrolewithinit:suchbeliefsandvaluesserveasabackgroundtomuchoftheteachers’decision-makingandclassroomactionandhenceconstitutethe&dquo;culture&dquo;ofteaching(Brousseau,BookandByers,1988;Feiman-NemserandFlod
5、en,1986).ThispaperreportsonastudyofthecultureofteachersofEnglishinHongKong.AquestionnairewasadministeredtoagroupofHongKongteachersinordertoidentifytheirbeliefs,goals,practicesandjudgementsabouttheirteachingandtheteachingofEnglishinHongKongsecondaryschools.Resultsofthestudyareanaly
6、zedintermsofteachers’viewoftheESLcurriculum,oflanguageandlanguageteaching,classroompractices,theroleofteachers,andteachers’viewoftheirpro-fession.Theroleofexperienceandtrainingindeterminingattitudes,choiceofteachingmethods,andteachers’senseofprofessionalismarealsodiscussed.Teacher
7、s’BeliefSystemsSeveralapproachestoidentifyingteachers’beliefsandtheculture81ofteachinghavebeenemployed(ShavelsonandStern,1981).Analysisofteachers’conversationsabouttheirworkisonesourceofinformation.Anotheristovideo-recordclassroomactionswithfollow-upstimulatedrecallinterviewsinwhi
8、chteacherscommentonwhattheydidand
