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ERIC Number: EJ1015256
Record Type: Journal
Publication Date: 2013-Aug
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0033-6882
Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study
Farrell, Thomas S. C.; Bennis, Karen
RELC Journal: A Journal of Language Teaching and Research, v44 n2 p163-176 Aug 2013
This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to language teaching of one experienced and one novice English language teacher. Areas where observed practices converged with or diverged from stated beliefs are explored and discussed with reference to factors which might have influenced particular practices with respect to grammar teaching. Throughout this study, the novice and experienced teachers are compared with one another. The findings indicate that teachers indeed possess a set of complex beliefs that are not always realized in their classroom practices for a variety of potential reasons: some of these might be directly related to the context of teaching. Further, findings from this study show some similarities with previous studies that have compared experienced teachers with novice teachers. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A