期刊名称：Bartin University Journal of Faculty of Education
印刷版ISSN：1308-7177
电子版ISSN：1308-7177
出版年度：2019
卷号：8
期号：3
页码：811-838
DOI：10.14686/buefad.515656
语种：English
出版社：Bartin University
摘要：Inview of the current importance of, and demand for, the English languagenowadays, learning and teaching the language increases in significance.Determining teachers’ expectations of classroom processes may have beneficialconsequences for the nature of education. This study aims to determine Englishteachers’ expectations and perceptions of support for English teaching. Aqualitative research method was used, designed with descriptive modelling and acase study approach was adopted. In order to elicit English teachers’expectations, a semi-structured interview form was prepared from a review ofthe literature and an examination of related studies in the field. Thequalitative data obtained from the interview forms were subjected to contentanalysis, coded and categorised by the researchers. The categories were thenclassified according to the characteristics and themes extracted. In thisstudy, the concepts of credibility and transferability were given preferenceover those of validity and reliability. Among the findings, languagelaboratories were the facilities most often featuring in English teachers’expectations from administrations. From parents, teachers principally expectedmore positive attitudes towards English language learning and greater provisionof materials to support study at home. It was also found that teachers’expectations of cooperation and collaboration with colleagues were not met, norwere colleagues employing the variety of teaching methods expected.
关键词：Expectation;Perception of Support;Language;Teaching
