A Case Study of the Influence of Prior Learning Experiences on English Language Teachers' Beliefs (original) (raw)
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is the state of mind in which someone thinks that something is true without any empirical evidence. In this way is the personal attitude of the people. These days English is being given importance and especially it is being considered as the foundation stone for learning onwards. Beliefs may change and can be predicted. In study under question the beliefs of secondary school English teachers have been put under study to find their current pedagogical state. Survey of secondary school English teachers was undertaken. Rating scale was used as the tool. Four main parameters formed the footing for the survey viz classroom methodology, English language teaching skills, instructional strategies and assessment. The effect of independent variables like gender, class being taught by the English teacher, academic qualification, locale, professional qualification and teaching experience on beliefs were also accounted for through t test and ANOVA. Profiles to the effect moderately sustain beliefs and less frequent beliefs have been prepared. Recommendations have been made in line with the findings.
Teachers’ Beliefs And Classroom Practices Of English Teaching(A Case Study At Mts N Jeketro)
2016
This research was a case study of English teachers' beliefs and classroom practices at MTs N Jeketro. The objectives of this study were (1) to describe teachers' beliefs about English teaching, (2) to investigate the teachers' beliefs implemented in the classroom practices, (3) to analyze factors contributing to shape teachers' beliefs. The type of the research was a qualitative with case study approach. It was an investigation of a single case or collective case to capture the complexity of objects of the study. The object of the study was teachers' beliefs of English teaching at MTs N Jeketro. The subjects of the study were four English teachers consisting of two male and female teachers. The data sources used in this study were: classroom observation, open ended questionnaire, transcript of interview and document. The techniques of collecting data used were openended questionnaire, semi-structured interview, classroom observation and document analysis taken from the informants. The data validity used was data triangulation to gain accountable information through a variety of sources. Then, the researcher used Miles and Hubberman's Model (1993) to analyze the data. The finding of this study showed that first, most of the teachers' beliefs were consistent with their classroom practices namely beliefs about learning objective, syllabus, instructional material, classroom techniques, teachers' roles, students' roles and assessment although the researcher still found one discrepancy namely teachers' beliefs about classroom procedure. The factors contributing to shape teachers' beliefs were (1) experience as language learners (2) training or seminar that teachers participated, (3) personal factor and (4) teaching experience works best.
The impact of contextual factors on English language teachers’ beliefs
Journal of Language and Linguistic Studies, 2017
The purpose of this research is threefold. First, the relationship between teachers’ beliefs and contextual factors is explored. Second, the factor which is most significant as perceived by the teachers themselves will be presented and finally, the existence of a meaningful difference between public and private school English teachers in terms of perceived impact of contextual factors will be examined. A scale was developed by the researchers and 210 public and private school English teachers completed it. For further data, 14 participants were interviewed. The data revealed a significant relationship between contextual factors and English language teachers’ beliefs and practices. It was also found out that student oriented contextual factors have the greatest impact on English language teachers. Except teacher and management oriented contextual factors, meaningful difference was observed between public school and private school English teachers in terms of policy, classroom, inspe...
Changing Belief of Pre-Service English Teachers During Teaching Practicum
Getsempena English Education Journal, 2021
This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1...
The Role of Teachers' Beliefs in the Language Teaching-learning Process
Teachers' beliefs are important for understanding and improving educational process. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges, influence their general well-being, and in turn, shape language learners' learning environment, their motivation and their language achievement and ability. This essay studies some previous researches on teachers' beliefs, and analyzes the role of three teachers' beliefs in the language teaching-learning process. The first part clarifies the concept of teachers' beliefs, the second part illustrates three essential teachers' beliefs about learners, learning and teachers themselves, and their role in the language teaching-learning process, the third part is the conclusion, which is consistent with the concept of teachers' beliefs.
2019
This study aims to explore the relationship between English language teachers’ beliefs and their actual classroom practices about teaching of Englishin the government secondary schools of Khyber Pakhtunkhwa, Pakistan. The study undertakes the null hypothesis: “There is no relationship between Govt. English language teachers’ beliefs and their practices about teaching of English at secondary level in Khyber Pakhtunkhwa.”English language teachers who teach English as a subject to secondary classes in Khyber Pakhtunkhwa, constituted the population of the study. Khyber Pakhtunkhwa is a large province with 25 districts (at the time of the study) and it was not easy to collect data from each district therefore, the province as a whole, was divided into three main regions; the Northern, the Central and the Southern and one district was chosen for the collection of data from the aforementioned regions. In total, data was collected from 120 Govt. secondary teachers (male) 40 each from one di...
Journal of Education and Practice, 2011
Beliefs whether they are of the learner or the teacher are very crucial in language learning. For the learner they are important in defining his behavior towards learning and for teachers they delineate the ways of teaching. A possible conformity or clash in the beliefs of the two can have an important effect on overall learning process and outcomes. This study seeks to document Pakistani teachers' and students' beliefs regarding learning and teaching English at school level and find out the possible similarities and differences among them. Data was collected through a closed questionnaire and interviews. The framework developed by Lightbown & Spada (1993) was used for the questionnaire and the same was reworded for interviews. The results indicate that beliefs regarding learning English held by teachers and students match in four respects, while differ in six categories. The study finally looks at what implications these beliefs have for teaching English in Pakistani schools.
Three perspectives on the role of teacher beliefs in the language classroom
Apples - Journal of Applied Language Studies
This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows ...
Al-Ishlah : jurnal pendidikan, 2024
environment background ; educational background One of the reasons for the success of the teaching and learning process in the classroom is the teacher's belief system. Belief guides one's thinking, action, and understanding of events. The level of beliefs in the teaching process needs to be probed before teachers critically manifest their teaching practices and facilitate outcome changes. In Indonesia, the independent curriculum (Kurikulum Merdeka), which was regulated in 2022, directs the teaching of English since elementary school. The present study aims to assess the teachers' belief system in teaching English to elementary school students as the "Kurikulum Merdeka" implementation spirit. The study involved 32 English teachers. The questionnaire assessed the teachers' beliefs about teaching English to elementary school students in 3 areas: the nature of children's English development, methods and techniques, and self-efficacy. There was also 1 openended question addressed to teachers to investigate their level of beliefs in teaching English among elementary school students. Data analysis is described in the form of descriptive statistics, independent t-test analysis, and content analysis. The results of this study indicate that the international school environment has a better level of belief than the national-plus school. Meanwhile, there was no difference in the level of belief in teaching among teachers with different educational backgrounds when they were in college.