Teachers' Beliefs and Understandings of Their Roles in Micro Course Planning and Syllabus Design

DOI

10.2991/conaplin-16.2017.56How to use a DOI?

Keywords

beliefs; understandings; roles; course planning and syllabus design

Abstract

Developing syllabus in language education program is critical, hhowever, little is known on the actual roles that teachers play in it. Therefore, this study was intended to explore the EFL teachers' beliefs and understandings regarding their roles in micro course planning and syllabus design and how these aspects were realized in their context of teaching. This study employed qualitative approach with a descriptive study design. The respondents involved were three EFL teachers from a private English course. The data were collected by using interviews and documentations. Nunan's (2000) theory on the role of teachers in syllabus planning was used as the basis theory to analyse the data gathered. The result showed that the respondents mainly belief that their role in micro syllabus planning rely on two categories, these were as an implementer and as a decision maker. It was found that teachers tended to only have a greater freedom in deciding the revision, sequencing and grading of the course content while the other two stages which were stipulating goal and language level were determined by the institution.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fitri Aprianti
PY  - 2016/11
DA  - 2016/11
TI  - Teachers' Beliefs and Understandings of Their Roles in Micro Course Planning and Syllabus Design
BT  - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)
PB  - Atlantis Press
SP  - 250
EP  - 254
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-16.2017.56
DO  - 10.2991/conaplin-16.2017.56
ID  - Aprianti2016/11
ER  -