Examining the teaching beliefs and practices of experienced ESL teachers: a sociocognitive-transformative perspective
Examining language teacher beliefs and practices has been the subject of inquiry for the past 20 years. While some studies confirmed the consistency between teachers’ beliefs and practices, others also confirmed that beliefs are not always reflected in their classroom practices. It has also been f...
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| Format: | Article |
| Language: | English |
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Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
2016
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| Online Access: | http://journalarticle.ukm.my/9715/ http://journalarticle.ukm.my/9715/ http://journalarticle.ukm.my/9715/1/9881-33908-1-PB.pdf |
| Summary: | Examining language teacher beliefs and practices has been the subject of inquiry for the past 20 years. While
some studies confirmed the consistency between teachers’ beliefs and practices, others also confirmed that
beliefs are not always reflected in their classroom practices. It has also been found that teachers’ beliefs and
practices do not always integrate the recent and established principles in second language teaching. To this
end, this study sought to explore the teaching beliefs and practices of experienced ESL teachers and to
determine whether these beliefs and practices run consistent with the current principles in ESL pedagogy from a
sociocognitive-transformative perspective. For the stated purpose, five experienced ESL teachers were
interviewed. The findings revealed that while there are consistencies between their beliefs and practices, some
divergence were also observed. These results were attributed to several factors such as the abstractness of
principles and attitude toward students. Implications for teacher education and future studies are discussed. |
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