'If I Wanted to Survive I Had to Use It': The Power of Teacher Beliefs on Classroom Practices

Autor/inn/en	Farrell, Thomas S. C.; Guz, Magdalena
Titel	'If I Wanted to Survive I Had to Use It': The Power of Teacher Beliefs on Classroom Practices
Quelle	In: TESL-EJ, 22 (2019) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Teacher Attitudes; Teaching Methods; Classroom Techniques; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Experienced Teachers; Reading Instruction; English for Academic Purposes; Reflective Teaching; College Preparation; Language of Instruction; Undergraduate Study + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Leseunterricht; Teaching language; Unterrichtssprache; Grundstudium
Abstract	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. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01