Evolving Influences and Beliefs of Two Novice Literacy Teachers: The 3rd Year of a Longitudinal Study

Deal, Debby; White, Christopher C.

doi:10.1080/01626620.2005.10463383

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…In 1996, Fang stated that the area of literacy has received greater attention than others in regard to studying teachers' beliefs. Although this emphasis has continued in the new millennium (Deal & White, 2005;Kuzborska, 2011;Lim, 2010;Norman & Spencer, 2005;Scharlach, 2008, to name but a few), teachers' beliefs about grammar has received great attention (Andrews, 2003;Borg, 1998;Borg, 1999aBorg, , 1999bFarrell & Lim, 2005;Hassan, 2013;Phipps & Borg, 2009;Sharabyan, 2011;Uysal & Bardakci, 2014). Phipps and Borg (2009) investigated the grammar-teaching beliefs and practices of three teachers of English in Turkey.…”

Section: Literature Reviewmentioning

confidence: 99%

The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices

Karimi¹,

Nazari²

2017

AJTE

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Section: Literature Reviewmentioning

confidence: 99%

The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices

Karimi¹,

Nazari²

2017

AJTE

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“…The second study followed two teachers longitudinally and focused on the interaction between program influences, teachers' beliefs, and teachers' practices. Deal and White (2006) describe the evolution of teacher thought from preservice student teaching through the 1st year of professional practice, and Deal and White (2005) describe the 2nd year of professional practice. These researchers begin with the assumption that teachers' a priori beliefs have a great deal of influence on practice and so focus their study on whether or how the teacher education program influenced teaching decisions relative to school context and personal beliefs.…”

Section: Influence Of Whole Teacher Education Programsmentioning

confidence: 99%

Contributions of Qualitative Research to Research on Teacher Qualifications

Kennedy

2008

Educational Evaluation and Policy Analysis

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The influence of teachers’ qualifications on their teaching practice has been subject to debate. Literature reviews do not settle these debates, partly because the literature is uneven and partly because reviews capture only narrow slices of literature. In particular, many reviews eliminate qualitative studies. Yet without examining qualitative evidence, variations in quantitative findings are difficult to interpret, disappointing findings are difficult to understand, and plausible explanations of patterns are in short supply. The present review focuses on qualitative studies and compares their findings with those from quantitative literature. The author finds that the qualitative literature agrees with quantitative literature in its inability to distinguish between teachers with different types of certificates or different teacher education backgrounds. On the other side, the author finds more evidence of benefit from content knowledge than quantitative studies have typically found. The qualitative studies also reveal competing influences and offer hypotheses about why the outcomes look the way they do.

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Evolving Influences and Beliefs of Two Novice Literacy Teachers: The 3rd Year of a Longitudinal Study

Cited by 2 publications

References 21 publications

The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices

The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening Instruction and their Listening Instructional Practices

Contributions of Qualitative Research to Research on Teacher Qualifications

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