Examining the Teaching Beliefs and Practices of Experienced ESL Teachers: A Sociocognitive-Transformative Perspective

Abstract

Examining language teacher beliefs and practices has been the subject of inquiry

Teachers’ Reflections on the Practicality of English In-Service Courses in Iran

“…For some teachers, program materials are theoretically valid but ideal and not applicable in real situations (Hu 2005, Kumaravadivelu 2006, Li 2010, Stern 1992, Ur 2013). In fact, teachers apply practical knowledge and not theoretical knowledge when working in the classroom (Barrot 2016). In addition, teachers, especially the experienced ones, have no motivation to adjust their teaching to new materials due to the fact that there is no supervision and teacher evaluation (Atai & Mazlum 2013).…”

Not Quite What It Seems: Rethinking the Way We View Teachers’ Beliefs and Practices – A Case Study of a Malaysian ESL Teacher

“…Experienced ESL teachers in Barrot's (2016) study, for example, not only displayed a consistency between their beliefs and practices, but also an inconsistency between their beliefs and practices in the area related to language learning concepts/principles: they expressed belief in the concepts/principles of differentiation and reflective learning but failed to incorporate them into their actual lessons due to "the high difficulty level of integrating reflective learning and differentiation into classroom teaching" (p. 160). The teachers also expressed belief in the concept of self-assessment but found it difficult to integrate into instruction because they "felt that students have the tendency to overestimate or underestimate their performance relative to their assessment" (p. 160).…”

Effective EFL Instruction in the Vietnamese Context: From Beliefs to Actual Classroom Practices

“…Because teachers' beliefs are not directly observable, they are neither easy to define nor study. Teachers' knowledge and beliefs have been the focus of previous investigations (e.g., Barrot, 2016;Cheng & Moses, 2011;Rahman, Kaur & Pandian, 2018). Attention has been paid to the congruity-incongruity/consistencyinconsistency of experienced ESL/EFL teachers' pedagogical beliefs and practices.…”

“…Teachers' beliefs have profound impacts on various aspects of language teaching and learning because these beliefs shape their classroom practices, their students' perceptions about learning and learning achievement (Barrot, 2016;Farrell & Bennis 2013). In the academic literature, much research has focused on teachers' beliefs in language teaching and their classroom behaviours and the differences between pedagogical beliefs and practices among expert and novice teachers.…”