NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1204614
Record Type: Journal
Publication Date: 2019-Feb
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1072-4303
'If I Wanted to Survive I Had to Use It': The Power of Teacher Beliefs on Classroom Practices
Farrell, Thomas S. C.; Guz, Magdalena
TESL-EJ, v22 n4 Feb 2019
This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general, and teaching L2 reading in particular. What is striking about the results is that many of Luiza's beliefs and practices may in fact not conflate with what the research suggests about teaching L2 reading and what is being presented in second language teacher education programs about teaching L2 reading. Results suggest the need for EAP teachers to explore the sources of their beliefs and systematically, and regularly, examine their classroom practices through reflective practice in order to monitor their beliefs and classroom practices.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A