Three perspectives on the role of teacher beliefs in the language classroom (original) (raw)
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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.
Language Teaching Beliefs, Problems and Solutions: Reflecting and Growing Together
dbe.metu.edu
Taking the principles of reflective practice and teacher cognition as a starting point, this paper will present the findings related to the beliefs, perceived problems and suggested solutions emerging from an action research study involving three university English Language Teaching (ELT) instructors seeking ways to improve their practice using peer observation and reflective journals.
Bilingual Teacher Beliefs and Practice: Do They Line Up?
Gist Education and Learning Research Journal, 2011
A qualitative study used observation and collection of artifacts to examine the pedagogical strategies of six teachers; four taught in a two-way bilingual education school, while the other two were first-year teachers in a school setting with large numbers of English language learners. Informal interviews were conducted throughout the time of the study; semi-structured interviews were conducted at the end of a semester of observation and recording of field notes. Some interviews attempted to uncover the beliefs teachers had about student learning, and in particular, that of culturally and linguistically diverse students. Teachers were asked about the influences and sources of their beliefs. Other interviews explored teacher identities as educators of culturally and linguistically diverse students and how these identities fit in school settings that were or were not welcoming of such students. Transcripts of taped interviews were compared with field notes and collected artifacts in order to determine the degree to which teachers used strategies related to what they said they believed to be important for culturally and linguistically diverse students. It was determined that there were numerous cases where teacher practice confirmed statements made in interviews.
Beliefs about Language Teaching and Learning. Different Contexts and Perspectives.
2013
Beliefs about language teaching and learning have been conceptualized as powerful influences in the way teachers conduct every aspect of their work as well as, in the ways students approach their learning. In addition, new developments in this field have emerged with a more sociocultural and complex approach to beliefs in which the intrincate relationship between teacher and learner’s identity, emotions and cognition are present. The book offers: • Findings related to the Mexican and Brazilian contexts, as well as English as a Lingua Franca. • Perspectives from different points of view which include language ideologies and representations. • Implications for language teaching and learning that provides the link from the differet context and perspectives. • A review of studies in this area and their methodology which concludes whit suggestions for further research. The book aims to be a useful resource for language teachers, teacher educators, researchers and students who are interested in new contributions to beliefs.
Similar but Different: The Beliefs of Foreign Language Teachers
Foreign Language Annals, 2012
Using data from a large-scale, mixed-method study involving 222 K-12 foreign language (L2) teachers and their supervisors (see Kissau, Yon, & Algozzine, 2011), in this article the researchers explore differences in beliefs across four demographic groups: experienced and inexperienced teachers, teachers with L2 teacher training and those without, teachers of different foreign languages, and immersion and traditional L2 teachers. While survey responses were similar in each of the comparisons, interview data emphasized that members of each group faced unique challenges that influenced their beliefs and classroom practices. The results speak to the need to tailor training to meet the needs of different groups of L2 teachers and for contextual factors to be incorporated into future research related to teacher beliefs.
In the Search of a Language Pedagogical Paradigm, 2020
Beliefs lay the foundation for every individual’s entire repertoire of activities and based on these essential structures, one decides whether or not to perform a certain action and how to perform it. Some beliefs are helpful — they help us thrive in today’s world and achieve success — whereas others may be detrimental in that they are contrary to the standards, norms, values, or practices that are regarded as desirable and facilitative. Foreign language teachers’ pedagogical beliefs are no exception. They are, after all, heavily influenced by teachers’ own experiences as foreign language learners, pre-service teacher education programs, professional development activities, and teachers’ working environments, as well as by their personal and cultural background. Foreign language teachers’ beliefs have a considerable impact on both teachers’ learning and their entire pedagogical practice: the choice of the teaching method / approach, the content, teaching techniques, and materials, teaching style and assessment practices. Hence, the entire process of foreign language learning, as well as students’ success or failure to achieve desired or required fluency, is largely dependent on foreign language teachers’ choices, actions, and decisions grounded on their beliefs. For that reason, it is of utmost importance that teachers maintain such beliefs as are congruent with contemporary principles of foreign language teaching — a situation that can be ensured by teachers’ confronting their own beliefs and replacing those that do not serve them or their students. Also, teacher educators (university teachers, mentors, and teacher trainers) are responsible for unveiling up-to-date, pertinent pre-service and practicing teachers’ beliefs and assisting them in going through the process of belief change timely and successfully. The aim of this paper is to review relevant literature in order to offer insight into possible sources of foreign language teacher beliefs, methods of putting them into practice, and influences that beliefs can have on a teacher’s teaching practice, as well as on students’ learning of a foreign language. Also, the paper will tackle the question of the malleability of teacher beliefs and approaches to changing those that are inadequate.
Editor-in-Chief, 2010
In this paper I would like to outline some of the work I do around the world, developing and contributing to professional education programmes for practitioners across a range of professions, using an action research methodology. Here I especially focus on my work with teachers; and I highlight the point that some of the most problematic yet rewarding work is conducted within contexts of economic, historical and social change and challenge. I also explain how I conduct my own action research, which is about finding ways to encourage teachers to think critically and reflectively about what they are doing, and specifically to engage with questions of the kind, ‗How do I improve my practice? ' (Whitehead,1989). Through engaging with these kinds of questions, teachers can position themselves as having the authority to take control of and make discerning judgements about their practices, as they seek to exercise educational influence in their own learning and in the learning of others.
Bilingual Teacher Beliefs and Practice: Do They Line Up? 1
A qualitative study used observation and collection of artifacts to examine the pedagogical strategies of six teachers; four taught in a two-way bilingual education school, while the other two were first-year teachers in a school setting with large numbers of English language learners. Informal interviews were conducted throughout the time of the study; semi-structured interviews were conducted at the end of a semester of observation and recording of field notes. Some interviews attempted to uncover the beliefs teachers had about student learning, and in particular, that of culturally and linguistically diverse students. Teachers were asked about the influences and sources of their beliefs.