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Teacher Cognition in Language Teaching: Beliefs, Decision-Making, and Classroom Practice
Abstract
1 Why study the teacher? 2 The study 3 An ethno-cognitive model of language teachers' decision-making 4 The structures of teaching:UNITS AND RELATIONSHIPS IN A COURSE a participant-centred view of course structure 5 DECISION-MAKING IN THE STRUCTURING OF A COURSE: A Model OF THE PLANNING PROCESSES OF SL TEACHERS 6 Procedures and strategies in the plannng process 7 An integrated view of teachers' beliefs, assumptions and knowledge 8 The role of BAK in teachers' interpretive processes 9 Coherence in the teaching process 10 The structure and process of teaching in context
... As crenças educacionais (idéias pré-concebidas e teorias implícitas, Clark, 1988) e orientações para o ensino (Porter & Freeman, 1986) também devem ser consideradas em um estudo sobre as crenças dos professores. Devem ser igualmente investigadas as influências do conhecimento do professor no ensino (Woods, 1996), considerando-se os conceitos de "conhecimento arte", ou "conhecimento do ofício" (Freeman & Richards, 1993), e do conhecimento profissional "knwowing-in-action" e "reflection-in-action" (Schön, 1987). ...
... Por último, em um estudo sobre as crenças do professor, é importante destacarmos as crenças em relação ao processo de ensino e aprendizagem da LE envolvendo o professor de língua especificamente. Como ele percebe o processo de ensino e aprendizagem, o qual é fundamentado pelas suas crenças, pressuposições e conhecimentos (conceito BAK, Woods, 1996), e as crenças do professor sobre si mesmo e do ambiente de aprendizagem (Williams & Burden, 1997). Para tanto, é importante entender que relações existem entre as crenças e o conhecimento do professor de LE (a sala de aula, os alunos e a interação, Nunan, 1996), as crenças e o ensino reflexivo (Richards e Lockhart, 1996) e o conhecimento do professor partindo de suas perspectivas (Golombek, 1994). ...
... Entender como as crenças têm efeito no comportamento do professor em sala de aula, nas suas atitudes e decisões (influência das crenças de forma consciente ou não, Karavas-Doukas, 1996), as crenças dos professores e os papéis assumidos em aula (Lynch, 1989), influenciando até mesmo o que os alunos aprendem e determinando, também, o estilo de ensino dos professores 6 . Entender como os professores interpretam a situação de ensino e aprendizagem sob a luz de seus sistemas de crenças (Woods, 1996), e que o ensino de LE possui uma cultura própria (Feinman-Nemser & Floden, 1986). ...
Este estudo descreveu e interpretou as crenças do professor de inglês sobre o ensino e a aprendizagem da língua estrangeira, particularmente, sobre o ensino da gramática. Buscou conhecer a origem das crenças e os fatores de formação, as influências na prática do professor, a organização em sistemas individuais de crenças e a cultura de ensino. Participaram desta investigação dez professores de inglês de escolas particulares de línguas do sul do Brasil. A pesquisa utilizada foi de natureza etnográfica, e as técnicas de coleta de dados foram as entrevistas e as observações de aula. Concluiu-se que as crenças são originadas a partir de experiências significativas vividas pelos professores, principalmente como alunos de LE e como professores em sala de aula, e que eles, compartilhando ou não estas crenças, pertencem a uma cultura de ensino comum, a cultura de ensino da língua inglesa.
... Studies of teacher cognition have a long history and have received much attention in the field of education. Its examination is strongly highlighted in the field of L2 teaching as well and has been considered to contribute significantly to effective teaching (Borg, 2003(Borg, , 2006Fang, 1996;Farrell & Bennis, 2013;Phipps & Borg, 2007;Woods, 1996). ...
... The study of teacher cognition has been strongly highlighted in both general education and L2 teaching (Borg, 2003(Borg, , 2006Fang, 1996;Farrell & Bennis, 2013;Phipps & Borg, 2007;Woods, 1996). Mainstream educational research has studied teacher cognition extensively. ...
... Rather it is a multifaceted network of beliefs and attitudes towards teaching, learning, students, and the various aspects of their work. It includes knowledge that is not only theoretical but also practical, personal, and also institutional (Feryok, 2008;Woods, 1996). Teacher cognition interacts with teachers' experience bi-directionally, that is, it affects practice, which reciprocally changes cognition (Phipps & Borg, 2009). ...
... Furthermore, in an in-service context, Woods (1996) explains that the constructs of beliefs, assumptions, and knowledge (BAK) are interwoven and integrated. In other words, they are points on a spectrum of meaning rather than distinct concepts (Borg, 2006). ...
... In other words, they are points on a spectrum of meaning rather than distinct concepts (Borg, 2006). Woods (1996) stresses that these constructs affect the decisions a teacher makes in interpreting events related to teaching. From his qualitative data collected from eight teachers in Canada, he concludes that BAK evolves in the face of conflicts and inconsistencies, and gains depth and breadth as varied events are interpreted and reflected upon (p. ...
This qualitative study, conducted in Hokkaido, Japan, concerns the investigation of the teacher cognition and practice of English as a Foreign Language (EFL) assessment and the impact of a professional development (PD) program on the participants. The PD program was carried out as a series of seven in-service workshops with five native speakers of English teaching in Japanese schools and universities. The workshops aimed to provide these teachers with a basic theoretical and practical understanding of performance-based language assessment. Another major purpose of the PD was for the teachers to conduct research and publish a paper concerning language assessment. In the study, the recording of teacher reflections was used as the data collection method. From the analysis of the data, the findings show that the PD program has positively affected the teachers. They have learned about alternative ways to assess the students, gained greater self-reliance, and became confident as teacher-assessors.
... White ecoa estudos anteriores como Kalaja (1995), Woods (1996) e Hosenfeld (1999, quando enfatiza que as crenças são dinâmicas e emergentes. De acordo com White, "os alunos revisaram e modificaram suas expectativas específicas sobre ensino autônomo à medida que foram ganhando experiência no novo contexto. ...
... Uma primeira implicação para o ensino de línguas e aprendizagem diz respeito à relação entre crenças e ações. As crenças são vistas atualmente como interativas, recíprocas e dinâmicas (Woods, 1996). O estudo de Woods mostrou uma nova maneira de enxergar as crenças. ...
O objetivo deste artigo é fazer uma reflexão a respeito do conceito de crenças sobre aprendizagem de línguas dentro da lingüística aplicada. Para isso, dentro de um breve histórico, teço considerações sobre como esse conceito tem sido definido e pesquisado, recentemente, no Brasil e no exterior. Concluo com implicações para o ensino e aprendizagem de línguas e com sugestões para pesquisas futuras a respeito das crenças sobre aprendizagem de línguas.
... Although teacher knowledge has been considered an important part of a teacher's makeup (e.g., Björklund, 2008;Borg, 2003Borg, , 2006Brookfield, 1995;Clandinin, 2000;Day, 1991;Johnson & Golombek, 2002, Shulman, 1986Woods, 1996), the relationship between identity and knowledge shows conflicting views. Some researchers explain knowledge and identity holistically, "each is part of the other" (Olsen, 2003, p. 4). ...
... Research on teacher beliefs (e.g., Joram & Gabriele, 1998;Kagan, 1992;Munby, 1982;Nespor, 1987;Pajares, 1992;Richardson, 1996;Woods, 1996Woods, , 2003 can be viewed as one of the precursors of teacher identity research. Richards and Lockhardt (1994) argue that teachers' belief systems are rooted in various sources, such as their own experiences as language learners, their experience of what works best, established practice, personality factors, educationally-based or research-based principles, and principles derived from an instructional approach or method. ...
This paper investigates the impact of personal and professional experiences on the development of teacher identity. The holistic perspective in this article refers to the language teachers’ exploration of their personal and professional experiences with the use of both conscious/rational and intuitive/tacit thought processes. Three language teachers who participated in this study explored the beliefs, perceptions, and interpretations originating in their personal, educational, and professional experiences which also affected their teacher identity. Reflexive autobiographical journaling, a guided visualization activity, and three in-depth interviews were used in the research methodology. The results confirm that teacher identity is deeply embedded in one’s personal biography. The participants’ beliefs and interpretations rooted in their family environment influenced their early school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The results suggest that the analysis of teachers’ personal life experiences and their influence on professional practice can lead to a holistic understanding of the dominant influences on the development of teacher identity. The implications of this research are that a broader spectrum of the influences on teacher identity development needs more overt attention in professional development. This paper argues for the necessity of designing an integrated personal and professional development program for language teachers.
... Estas creencias se van construyendo a lo largo de su desarrollo profesional y parten de aspectos tales como su propia experiencia como alumno de lenguas y como docente, de su propia práctica, de principios basados en la educación o la investigación y también en los derivados de determinados enfoques didácticos (Richards y Lockhart, 1998, p. 36). Woods (1996) enmarca las creencias en un constructo mayor integrado por conocimientos, suposiciones y creencias (BAK por sus iniciales en inglés). Así, este autor entiende conocimiento como lo aprendido y demostrable; suposición como las aceptaciones temporales de hechos, procesos o relaciones que no tienen por qué ser demostrables; y creencias como aquello que se acepta sin que medie un conocimiento convencional o demostrable. ...
... Estas diferentes aproximaciones es fruto, en algunos casos, de lecturas o formación específica, como en el caso de Clara y Diana, y otras del sistema de creencias que manejan las docentes (Woods, 1996), como en el caso de Azucena y Berta. Así, por ejemplo, Clara (3) parte de una perspectiva en la que se acerca al desarrollo de un enfoque crítico asociándolo a la idea de competencia. ...
Este artículo presenta los resultados de una investigación llevada a cabo en el contexto de la enseñanza de lenguas con el objetivo de aproximarse a las creencias que manejan los docentes sobre el concepto ‘crítico’, de dónde parten dichas creencias y cómo incorporan actividades que ayuden al desarrollo de dicho concepto en sus clases. Para alcanzar estos objetivos, se han recogido datos desde una perspectiva metodológica cualitativa, específicamente, se ha entrevistado a cuatro docentes en activo, con amplia formación y experiencia. Los resultados a los que se ha llegado indican la dificultad para definir el concepto objeto de estudio, así como la variedad de propuestas didácticas relacionadas con el intento de desarrollar el componente crítico en el aula de lenguas. Estos resultados están en consonancia con la diversidad de disciplinas teóricas que incorporan el concepto crítico, lo que dificulta una aproximación por parte de los docentes a dicho concepto con el fin de llevarlo coherentemente al aula en sus propuestas didácticas.
... Embora os estudos de Woods (1996) se voltem ao trabalho de planejamento docente de forma mais ampla, consideramos que suas ideias podem ser estendidas também à construção de planos de aula, levando-se em conta as possibilidades de planificação desse instrumento. Assim, tecendo um diálogo com Libâneo (1990), ao planejar, os professores articulam conhecimentos didáticos e metodológicos específicos de sua área de atuação a conhecimentos de sua própria experiência prática. ...
... Woods (1996) defende um entendimento ampliado do processo de planejamento, o qual engloba as ações de preparação de aula, implementação do ensino e avaliação/interpretação das ações realizadas.Raído,Dourados, MS | ISSN 1984-4018 | v. 17 | n. 44 | p. 358 -385 | ano 2023 ...
Tendo em vista o uso recorrente do plano de aula como instrumento formativo na educação inicial de professores, este trabalho visa a investigar como este recurso didático-pedagógico tem sido utilizado na formação de professores de Língua Inglesa em dois cursos de Letras (Inglês e Português/Inglês) de duas universidades públicas do estado do Paraná, Brasil. O estudo teve como objetivo suscitar discussão e reflexão sobre o papel do plano de aula como instrumento mediador no desenvolvimento docente. Os dados de pesquisa contemplaram dois modelos de plano de aula utilizados em momentos diferentes nos cursos de formação supracitados. Quanto aos procedimentos metodológicos, este estudo é de natureza interpretativista (Bortoni-Ricardo, 2008). Para as análises, ancoramos nosso trabalho nas dimensões de planejamento de sequências didáticas (SD) propostas por Lanferdini (2019) em sua tese de doutorado, desenvolvidas a partir de estudos sobre o trabalho do professor realizados por Machado (2007; 2009). Os resultados alcançados apontaram para a importância da tomada de consciência sobre a sistematização de uma aula e seus elementos constitutivos por meio do plano de aula como instrumento mediador da formação docente inicial, bem como das reflexões sobre o processo de planejamento como elemento fundamental de antecipação do agir docente necessário a um maior entendimento sobre as ações de ensino.
... "Las creencias de los profesores pueden y deben convertirse en un importante foco de investigación educativa" (Pajares, 1992, p. 307), probablemente, porque comprenderlas es fundamental para mejorar la práctica educativa. De este modo, numerosos estudios han explorado la influencia de dichas creencias en la práctica docente (Borg, 2003(Borg, , 2006Gilakjani & Sabouri, 2017;Kember, 1997;Trigwell, 2012) y han encontrado que se trata de un complejo sistema que se encuentra influido por una serie de factores contextuales (Borg, 2003;Woods, 1996;Woods & Çakır, 2011). ...
... 2.1 Definición de las creencias de los profesores y la influencia del contexto Las creencias de los profesores se definen como pensamientos y consideraciones sobre la enseñanza y el aprendizaje (Gilakjani & Sabouri, 2017) que se acumulan a partir de la historia social, la cultura, la experiencia personal, la educación, la capacidad docente del maestro y los estudiantes, etc. (Li, 2012). Por lo tanto, se consideran como un complejo sistema que es sensible a numerosos factores (Borg, 2003;Fives & Buehl, 2012;Gilakjani & Sabouri, 2017;Moodie, 2016;Woods, 1996). Según Borg (2003), las experiencias anteriores dan forma a las creencias docentes. ...
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Las creencias pedagógicas de los profesores cumplen una función clave a la hora de marcar la práctica docente. Así, entender los factores contextuales que influyen en dichas creencias puede ayudar a mejorar y reformar la metodología educativa y elevar su eficacia. Basado en la teoría ecológica de Bronfenbrenner (1979) , este estudio expone en diferentes niveles los factores contextuales que influyen sobre las creencias de 20 profesores de español en ocho universidades chinas. Se revela, mediante los datos de entrevista, que dichos factores consisten en cuatro niveles: educación universitaria y experiencia intercultural (microsistema); política escolar, programa curricular y voluntad de los alumnos (mesosistema); entorno socioeconómico (exosistema), y cultura e ideología tradicional (macrosistema), los cuales también interactúan entre sí. El resultado ahonda en el entendimiento sobre la enseñanza del español en China, lo que genera conocimientos sobre la educación de otros idiomas distintos al inglés en el contexto asiático.
... (Barcelos, 2014, as cited in Kalaja et al., 2016 In a similar vein, Aragão (2011) and Barcelos and Kalaja (2013) describe teacher beliefs as contextual, dynamic, personal and socially constructed. Furthermore, beliefs shape teachers' perceptions (Aragão, 2011), mediate decision-making processes and help them develop an understanding of teaching and learning (Barcelos & Kalaja, 2013;Borg, 2003;Pajares, Woods, 1996). Teachers' language learning and teaching beliefs also influence their actions and teachers' actions influence their beliefs, so they are interactive (Barcelos & Kalaja, 2013). ...
... In spite of the methodological limitations, some slight changes in their beliefs could be observed after the PPW as student-teachers reported having realised certain aspects or manifested that their ideas started to change. These findings evinced some emerging facilitative beliefs (Bernat & Gvozdenko, 2005), which helped them develop a better understanding of pedagogical processes (Borg, 2003;Pajares, 1992;Woods, 1996). Moreover, the participants valued positively those activities that brought true experiences into the discussion and involved hand-by-hand exchanges with former student-teachers, since they could gain new insights from these discussions. ...
... There have been various definitions of teachers' and students' beliefs in educational research due to the important role beliefs play in teaching, learning, and teacher professional development (see, for example, Abelson, 1979;Barcelos, 2003;Hoy et al., 2006;Nespor, 1987;Pajares, 1992;Woods, 1996). , for example, defined beliefs as "propositions individuals consider to be true and which are often tacit, have a strong evaluative and affective component, provide a basis for action, and are resistant to change" (pp. ...
... Recent studies have shown that teachers' and students' beliefs are complex, context-dependent, dynamic, and contradictory (Barcelos & Kalaja, 2011;Dörnyei and Ryan, 2015;Kalaja & Barcelos, 2003). Understanding teachers' beliefs is important because it can help explain their classroom behaviours Woods, 1996Woods, , 2003. In the same vein, students' beliefs are considered as "significant learner characteristic[s] to take into account when explaining learning outcomes" (Dörnyei & Ryan, 2015, p. 187). ...
Oral corrective feedback (CF) is a topic of interest for both second language acquisition researchers and second/foreign language teachers. CF has received extensive research attention for the past few decades. This research agenda has revealed that CF is beneficial for, and an integral part of, language teaching and learning, and the effectiveness of CF is mediated by the manner of delivery, the targets, and the situations in which it is provided. Research has also shown that teachers’ CF varies across classrooms and contexts, and teachers in some contexts hold beliefs which may result in counterproductive practices. However, little is known about whether, how, and the extent to which teachers can change their beliefs and practices to enhance the effectiveness of their CF provision. This study was, therefore, designed to investigate the effects of awareness-raising activities, including opportunities to consider students’ beliefs and SLA research findings, on Vietnamese EFL high school teachers’ beliefs and practices regarding CF.
To achieve this aim, three studies were designed. Study 1 investigated Vietnamese secondary EFL students’ beliefs about CF through questionnaires with 250 students and follow-up interviews with 15 of them. The findings of this study were used as the main input for Study 2, which examined the impact of students’ beliefs on teachers’ beliefs regarding CF. A teacher professional development (PD) program, involving 12 Vietnamese EFL teachers and comprising a seminar on students’ CF beliefs and follow-up experiential learning activities, was designed for this study. Data included interviews before the seminar, written reflections during eight weeks of follow-up activities, and interviews by the end of the program. The findings showed that although the teachers did not explicitly acknowledge the influence of their students’ beliefs on their beliefs, they nevertheless tended to change their own beliefs in ways that would cater for their students’ CF preferences. The findings were interpreted in relation to the sociocultural and contextual factors.
Study 3, possibly the most significant one, investigated the impact of research findings on teachers’ beliefs and practices regarding CF. To realise this aim, a PD program, comprising a workshop on recent CF research findings combined with
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follow-up activities, was provided for another group of 12 Vietnamese EFL teachers. Data included interviews and classroom observations before and after the intervention and written responses to reflective activities. The findings showed that the teachers changed their beliefs significantly regarding various aspects of CF, especially CF types and CF timing. The changes in the teachers’ beliefs were found to lead to the changes in their actual CF practices although the relationship of change was complex and nonlinear.
This research makes several novel contributions. Firstly, it contributes to the limited body of knowledge on the relationships between teachers’ and students’ beliefs, and between teachers’ beliefs and practices, regarding CF in Vietnamese EFL classrooms, a hitherto underexplored context. Secondly, it is the first attempt that has been made to shed some light on the extent to which teachers modify their beliefs to cater for their students’ preferences for CF. Thirdly, it makes the first attempt to date, to explore whether, how, and the extent to which teachers’ changes in beliefs lead to changes in actual classroom CF provision. The findings have several important implications for pedagogy concerning CF, in-service teacher training, and research methods regarding the impact of teacher PD. Based on these findings, a conceptual framework of teacher knowledge base regarding CF and the role of PD in effecting change has been developed. This framework is hoped to assist PD designers, educators, and researchers in enhancing the effectiveness of PD concerning CF and beyond.
Keywords: oral corrective feedback; teacher beliefs; student beliefs; teachers' practices; awareness-raising activities; teacher professional development; teacher experiential learning; reflective practice
... Current trends in LTE include a growing focus on teachers' (and even teacher educators') cognition (Borg, 2003;Woods, 1996), identity formation (Barkhuizen, 2021;Beauchamp & Thomas, 2009;Norton, 2016), transnational perspectives (Abraham, 2021;Kamali & Nazari, 2023), coaching and mentorship (Kamali & Javahery, 2024;Nguyen, 2017), emotions (Herrera, 2024;Kubanyiova, 2012), well-being (Greenier et al., 2021;Mercer & Gregersen, 2020), critical pedagogy (Canagarajah, 2005;Hawkins & Norton, 2009), assessment and evaluation (Edelenbos & Kubanek-German, 2004;Walsh, 2003), and agency (Nazari & Kamali, 2024;Tao & Gao, 2021), to name a few. In addition to conventional approaches, research has also highlighted the importance of fostering reflective practices among teachers (Farrell, 2018;Farrell & Farrell, 2024), enabling them to critically examine their own beliefs, assumptions, and teaching strategies. ...
In this editorial, we introduce the Language Teacher Education Research (LTER) Journal as a new venue dedicated to researchers and practitioners in the field of language teacher education, providing a space to share, showcase, and advance their scholarly and practical contributions. This editorial serves as a guide to the journal's objectives, providing an overview of its mission to contribute to the advancement of research and practice in Language Teacher Education (LTE). It contextualizes LTE within the broader landscape of contemporary research, offering insights into its evolving scope and interdisciplinary connections. The editorial explores significant trends shaping the field and addresses pressing challenges. Finally, the editorial poses thought-provoking questions to inspire future research, encouraging scholars to explore critical issues, generate innovative solutions, and push the boundaries of knowledge in LTE.
... These views are indicative of an increasing commitment in educational research in both general and language teaching settings (Bailey and Nunan, 1996;Breen, 1997;Carr and Kemmis, 1986;Cooper and McIntyre 1996;Freeman and Richards, 1996;Kemmis and McTaggart, 1982;Nunan, 1989;Richards and Nunan, 1989;Schon, 1991;Van Lier, 1988;Wallace, 1991;Woods 1996) that seeks to legitimatize the study of classroom activity and to place teachers and what they do in a significant position in any theorising about pedagogy. Kumaravadivelu (1994: 30) sees this change as a refiguring of 'the relationship between theorisers and teachers by empowering teachers with knowledge, skill, and autonomy', so that they as practitioners are able 'to construct classroom-oriented theories of practices', thus recognizing that they work with 'principled pragmatism'. ...
Often research into classroom teaching ignores teachers’ perspectives on the practices they implement in their lessons. This paper reports research that describes and classifies actual teaching practices used by 18 ESL teachers in Australian classrooms. The data were collected through observations of three lessons and subsequent interviews with each teacher. Almost 300 individual practices were identified, a large proportion of which appeared similar but were described in different terms by the teachers. Evidence showed that teachers of child ESL students and teachers of adult ESL learners shared some common sets of practices but also differed in the teaching practices they used in their lessons and thus confirmed that indeed the age of the learners does make a difference to what language teachers do in their classrooms. Some differences were also found in the practices of teachers with varying lengths of ESL teaching experience. There were also differences in practices between those teachers who had experience of learning other languages as compared with those who did not.
... Teachers are important actors in the implementation of curriculum, innovations and policy. They implement changes according to their beliefs and the context in which they work (Spillane, Reiser & Remer, 2002;Woods, 1996). Implementation of reforms in education needs teachers to change their behaviors and beliefs about the teaching process. ...
Teachers’ epistemological and instructional beliefs play vital role in classroom
practices and curriculum implementation. This study examined the ‘Relationship of
Teacher Educators’ Epistemological and Instructional Beliefs with Instructional Practices’.The objectives of this study were to measure the epistemological beliefs of teacher educators; to find out the instructional beliefs of teacher educators; to find out the instructional practices of teacher educators; to measure the relationship between epistemological beliefs and instructional beliefs of teacher educators; to measure the relationship between epistemological beliefs and instructional practices of teacher educators, to examine the relationship between instructional beliefs and instructional practices and to find out difference in the observed and self-reported instructional practices of teacher educators in teachers’ education institutions. This was a correlational study. The population of the study consisted of 211 teacher educators from Regional Institutes of Teacher Education (RITEs) and University faculty at the 09 Institutes of Education and Research (IERs) in Khyber Pakhtunkhwa (KP). Data were collected from 140 teacher educators, they were selected through stratified random sampling technique at 20 RITEs and University faculty at the 09 IERs, KP Pakistan. Moreover, 34 teacher educators were randomly selected for classroom observation. Data were collected through Epistemological Beliefs Questionnaire (EBQ), Instructional Beliefs Questionnaire (IBQ), Instructional Practices Questionnaire (IPQ) and classroom observation scale. Descriptive statistics like mean standard deviation and inferential statistics, Pearson r, pair t-test were calculated for finding answers to the research objectives. The study found significant positive correlation between EB and IB; there was also positive correlation between IB and IP and there was positive and significant correlation between instructional practices and instructional beliefs. Teacher educators had low sophisticated beliefs; their beliefs about some of the dimensions of knowledge were unsophisticated. They believed in high constructivist beliefs and low level traditional instructional beliefs. There was found no significant difference in the self- reported and observed traditional instructional practices while there was significant difference in the self-reported and observed constructivist instructional practices. The study added to the knowledge on epistemological beliefs about teacher educators. The study recommends training for teacher educators in epistemological beliefs, instructional beliefs, constructivist classroom practices and consideration for the beliefs of teachers when developing a new curriculum.
... Estos elementos se interrelacionan conformando la trayectoria profesional del docente, bajo la cual es posible comprender la naturaleza del saber (hacer y ser) y movilizarlo en el cotidiano quehacer docente (Tardif, 2004). Woods (1996), propone otro sistema, y aunque incluye el término creencias, lo interrelaciona con dos conceptos más. Su propuesta es el modelo etnocognitivo cuyo Estos conceptos se interrelacionan y se interconectan en tres niveles conformando un contínuum cuyos componentes se solapan fácilmente. ...
La lectura en clase es una práctica habitual en la mayoría de las aulas. Cambian los objetivos que los docentes le otorgan, el tipo de texto y las actividades que se desarrollan en torno al acto lector. ¿Qué creencias docentes modelan la práctica lectora? ¿Se puede comprender la actuación del docente descubriendo sus creencias? La investigación que se presenta es de enfoque etnográfico. Como método se usó el estudio de caso, donde se indaga en las creencias de una docente de lengua y literatura al momento de cambiar de un determinado enfoque curricular a otro. El estudio se desarrolló en Chile, con una profesora que trabaja en un centro educativo municipal (público). Los resultados confirman que se puede comprender la actuación docente a través de la comprensión de las creencias que guían la práctica pedagógica. Existe coherencia entre lo que la docente dice hacer y lo que hace cuando desarrolla prácticas lectoras de textos expositivos en el aula. Sin embargo, no se guía por el currículo vigente, sino por sus creencias ante la procedencia sociocultural de los estudiantes.
... El desarrollo profesional docente conlleva aumentar el grado de conciencia sobre la propia práctica, objetivar su funcionamiento y apoyarla en el razonamiento, superando así el recurso a prácticas meramente reproductivas (Rodríguez-Gonzalo, 2022). La práctica reflexiva se ha considerado clave para los procesos de la innovación y mejora educativa (Perrenoud, 2007;Schön, 1998), y claramente está vinculada con el avance en el sistema de pensamiento docente, entendido este como un conglomerado en el que operan tanto creencias, esto es, conocimientos intuitivos y poco sistemáticos, muy dependientes de la experiencia individual, como representaciones -un conocimiento más estructurado, vinculado a la práctica reflexiva y socializada en contextos reales-y saberes, que se corresponden ya con conocimientos consolidados por procesos de investigación sobre la práctica educativa (Cambra, 2000;Woods, 1996). El pensamiento docente, ligado también a emociones y actitudes, avanza en procesos dialécticos de reflexión y experimentación en la práctica (Soto et al., 2019) y que van mostrando diversos niveles de explicitación en los discursos profesionales (Camps y Fontich, 2019; Pérez-Peitx y Sánchez-Quintana, 2019). ...
Este artículo aborda la cuestión de articulación de la investigación educativa y las prácticas docentes en el desarrollo profesional del profesorado, con especial interés en la objetivación de prácticas de aula ancladas en el conocimiento científico consolidado y su valor como evidencias para comprender y orientar la actuación en las aulas. El objetivo del estudio es documentar una tarea completa para el aprendizaje la escritura registrada en 4º curso de Educación Primaria, con el fin de que pueda convertirse en referente para procesos de formación inicial y permanente del profesorado. A través de la aplicación de una guía de observación sistemática de prácticas efectivas, se identificaron en dicha tarea 18 prácticas efectivas de las 19 posibles. Además, se caracterizaron las prácticas identificadas explicando en qué consisten y estableciendo su relación con estudios empíricos. De este modo, los resultados permiten establecer la tarea como práctica referente para la formación inicial y permanente del profesorado. Este proceso de evidenciación de la práctica en el contexto en que se desarrolla permite reflexionar sobre las relaciones de ida y vuelta entre la investigación educativa y las prácticas de aula fundamentadas, y sobre el sentido del término "evidencia" para el desarrollo profesional docente.
... Im Kontext von (angehenden) Lehrer:innen spielen Überzeugungen eine wesentliche Rolle, da sie das Denken, die Entscheidungen und das Verhalten im Klassenzimmer (oder während der Phasen der Lehrer:innenbildung) erheblich beeinflussen können. Und auch in der einschlägigen fremdsprachendidaktischen Einführungsliteratur wird immer wieder auf die sogenannten BAK -"beliefs, assumptions and knowledge" (Woods 1996: 185) -verwiesen, die für die Unterrichtsgestaltung eine bedeutende Rolle spielen. ...
Dieses Studienbuch ermutigt, den eigenen Fremdsprachenunterricht und seine Praktiken zu hinterfragen. Es führt in zentrale Aspekte einer kritischen Fremdsprachendidaktik ein, welche zum Ziel hat, gesellschaftlich relevante Themen in einen Unterricht zu bringen, der Lernende motiviert und zum aktiven Handeln gegen soziale Ungerechtigkeit ermutigt. (Angehende) Lehrpersonen entwickeln eine kritische Distanz zu den traditionellen Gegenständen des Fremdsprachenunterrichts, reflektieren ihren eigenen Professionalisierungsprozess und entwickeln Innovationen für ihren Unterricht.
... (Ramos Méndez, 2007, pp. 17-18) En este punto, cabe decir que en este trabajo seguimos el modelo formulado por el equipo de investigación del grupo PLURAL (Plurilingüismos Escolares y Aprendizaje de Lenguas) en Cambra et al. (2000), por lo que aplicamos las definiciones de Palou (2008) y Cambra y Palou (2007), quienes siguen a su vez el constructo teórico de Woods (1996), basado en un sistema de "Beliefs, Assumptions and Knowledge". De esta manera, establecen un modelo que incluye la consideración de "creencias, representaciones y saberes" (CRS, en adelante). ...
Este trabajo se enmarca en el proyecto EGRAMINT (PID2019-105298RB-I00), cuyo
objetivo principal es la elaboración de una gramática escolar interlingüística en la que se fomente la enseñanza reflexiva de las lenguas. En este artículo, presentamos los resultados de un estudio exploratorio sobre creencias acerca de la enseñanza de la gramática de futuros docentes (estudiantes de Grado de Educación Primaria y de Máster de Secundaria) de lenguas primeras y extranjeras. Con este fin, se diseñó un cuestionario de 38 preguntas que fue completado por más de 1200 futuros docentes de toda España. Nuestro objetivo principal es determinar sus creencias sobre saberes teóricos de la enseñanza de la gramática, criterios metodológicos y
prácticas docentes predilectas. Los resultados demuestran que la necesidad de una enseñanza gramatical explícita constituye una representación consolidada para los futuros docentes encuestados; trabajar a partir de problemas observados en los propios textos y el uso de la lengua oral para reflexionar sobre fenómenos gramaticales en el aula son las prácticas preferidas por estos docentes en formación, que abandonan los ejercicios de manipulación en aras a fomentar
una reflexión explícita desde un enfoque funcional
... As indicated by Woods (1996), over the years, the focus of research within the field of language learning and teaching has shifted from methodology to learners, and only recently to teachers and classroom practices. Ushioda (2022) noted that "this relative lack of emphasis on language teachers' perspectives" (p. ...
Researchers and practitioners typically view motivation as a key factor in successful language learning. As teachers strive to motivate their students in language classrooms, they develop divergent opinions regarding the extent to which their students are motivated. Characterizing this as a motivational divide, this study attempts to affirm the existence of this divide and closely investigate other related teachers’ beliefs that may further reinforce it. A questionnaire was employed to explore 48 English teachers’ beliefs about learner motivation. Three groups of teachers were identified: the largest percentage believed that students were motivated, followed by almost equal percentages of those who believed that students were unmotivated or those neutral. Several related beliefs seem to contribute to this divide, especially the stereotypical perceptions of Saudi students and beliefs that students do not appreciate the future value of studying English as a foreign language, along with judgments about the signs of student classroom engagement. Generally, a pattern was observed in the teachers’ responses to most statements, indicating the existence of a motivational divide. This study concludes by stressing the importance of teachers’ beliefs about learner motivation in effective motivational classroom practices.
... However, in times of crisis, such as the Covid-19 outbreak, the importance of such reflective exercises are considerably greater (Pasaribu & Dewi, 2021). Language teachers must be wary of any assertion of "allegiance to beliefs consistent with what they believe to be the current teaching paradigm rather than consistent with their unmonitored beliefs and behaviour in class," as Woods (1996) has advised (p.71). The goal of examining language teacher reflections and classroom practices is not to discover "best practices" but rather to help teachers so that they can gain more confidence in their beliefs about language teaching and learning, which can then be reflected in their classroom practices (Moayeri & Rahimiy, 2019). ...
Adjustments in teaching and learning processes from the emergency remote teaching and learning (ERTL) to limited face-to-face teaching and learning (LFtFTL) in Indonesia during the Covid-19 new normal elicit a wide range of reactions from various educational stakeholders, including teachers. This study examined three Indonesian EFL secondary teachers’ reflections on the LFtFTL to know their attitudes towards the LFtFTL and to better understand what they need to effectively teach EFL during LFtFTL. The literature review focuses on the current knowledge and discussion surrounding EFL classrooms during the pandemic, especially in LFtFTL context, and the Indonesian emergency curriculum. This study's research design is a qualitative case study, with data collected via a semi-structured interview. Thematic analysis was used for analyzing the interview data in accordance with the appraisal and need analysis frameworks. Through the teachers’ reflections and narratives, it could be highlighted that the teachers produced more positive attitudes toward LFtFTL. However, they feel they lack teaching time, pedagogical content knowledge (PCK), and teaching materials that meet the needs of their students while teaching in LFtFTL. Therefore, support from their institutions in the form of instructional and logistical support, professional development training, and focus group discussion is essential to help them improve their PCK and effectively teach EFL during LFtFTL.
... Most of these early publications were "how-to" volumes concerned with doable introductions for teachers, with other more recent publications (e.g., Burns, 2010;Dikilitaş & Griffiths, 2017;Smith & Rebolledo, 2018) following. Interacting with this trajectory were the recognition of the centrality of teacher cognition within specific teaching contexts (Borg, 1999;Burns, 1992;Woods, 1996) and calls for reconceptualization of the knowledge-base of ELT (Freeman & Johnson, 1998). ...
... CONSIDERAÇÕES TERMINOLÓGICAS E CONCEITUAIS Price (1969), Pajares (1992), Woods (1996) e Johnson (1999 afirmam que as crenças são um conceito complexo. Parte dessa complexidade deve-se à existência de inúmeros termos e definições para se referir às crenças. ...
Este artigo apresenta uma revisão da literatura sobre o conceito crenças no ensino e aprendizagem de línguas dentro da Lingüística Aplicada. Para isso, dentro de um histórico, teço considerações sobre como esse conceito tem sido pesquisado no exterior e especialmente no contexto brasileiro. Concluo com as implicações desse conceito no ensino e aprendizagem de línguas e na formação de professores e com sugestões para futuras pesquisas a respeito das crenças sobre ensino e aprendizagem de línguas na Lingüística Aplicada.
... Furthermore, the documented existing research from teacher cognition literature provides limited quantitative evidence (mostly survey-driven) on song-assisted EFL teaching. In this regard, Kagan (1990) and Woods (1996) gauge the appropriateness and the credibility of cognition-based studies that employ quantitative techniques being of a decontextualized nature, namely questionnaires, and point out that the obtained findings might be subjectively rooted in the researcher's personal assumptions and beliefs rather than informants' individual perceptions and real life experiences. ...
Despite the established value of music for language learning, in that, the bulk of empirical studies that corroborate its usefulness, teachers still eschew its incorporation in the classroom as song materials remain underutilized. The ideological basis of this discrepancy is poorly understood as little is known about English language teachers' beliefs and practices regarding song-assisted instruction. To illuminate this uncharted area, the present exploratory interview study sought to elicit responses from five Hungarian EFL instructors at a well-recognized university in Budapest. Considering the importance of constantly revisiting and enhancing the quality of English instruction, this study will rebound to the benefit of EFL education namely the integration of arts and contributes to a better understanding of teachers' attitudes towards the use of songs as instructional materials. While acknowledging songs' relevance including their motivational and mnemonic properties for facilitating vocabulary retention, the findings reveal that teachers encounter various challenges related to their classroom applications, namely copyright infringement, student-related factors such as age as well as level of proficiency, and lyrical appropriateness. Implications of this inquiry involve the recognition of Hungarian teachers' pedagogical concerns and the need for future research to seek practical strategies for implementing musical materials in the language classroom.
... In practice this means that interview and questionnaire studies are not sufficient to investigate teacher beliefs due to their different focus on one's thinking instead of actual practices. The deviation from theory in practice is not only a unique feature of teacher cognition: it is present in learner belief research (Juhász, 2010) and also teachers' classroom performance compared to their lesson planning (Graves, 1996;Woods, 1996). In all these cases, interview and questionnaire studies would have failed to paint the whole picture. ...
Training great teachers is the ultimate goal of teacher education (Almarza, 1996; Brown & McGannon, 1998; Nunan, 1992, etc.). While the contents of the various certificate, diploma and Master's-level courses vary, all these courses have a common goal: training "good" ELT professionals. As the category "good" and what it constitutes vary according to the aims and outcomes of these courses, the emphasis is on different issues in teaching and teacher training. The aim of this paper is to validate the instruments used to explore the complex interplay of teaching beliefs and actual teaching practices of three Hungarian teacher trainers at one of Hungary's leading ELT training institutions and investigate whether trainers' beliefs are supported by their teaching practices using three instruments: an interview schedule for trainers, another interview schedule for the trainers' trainees, and classroom observations. The findings indicate that although there is remarkable variation in teaching beliefs, styles and classroom practices among experienced teacher trainers, they have a realistic view of their teaching practices possibly due to self-reflection. The instruments in the study provided valuable insights through triangulation and further refinements are suggested to better investigate the research subject. Using the results, further studies could investigate the transmission of beliefs from trainers to trainees during apprenticeship of observation (Darling-Hammond, 2000).
... Beliefs -carved out a research niche that focuses on attitudes, while knowledge pertains to factual information (Fajardo, 2013). However, this study maintains that it is more convenient to view beliefs and knowledge as -a continuum (Woods, 1996). Implicit intuitive beliefs represent one end of the continuum. ...
The crucial role of beliefs in shaping language teachers’ performance has been well-documented. By contrast, research focusing on EFL student teachers’ beliefs about language teaching approaches is still sparse, especially their manifestation in instructional practices. This study aimed to investigate the beliefs of English student teachers in Ukraine regarding language teaching approaches and document any similarities and differences with their actual performance. The data were collected through a researcher-designed questionnaire, reflective journals, and lesson observations, which allowed for a comparison between the student teachers' stated beliefs and their observed practices. The findings revealed that the participants identified with recent methodological thinking, endorsing the principles of communicative language teaching. The questionnaire data indicated a statistically significant difference in the beliefs of student teachers, suggesting a preference for contemporary language teaching approaches over traditional, with a medium effect size. Nevertheless, while the respondents expressed a preference for meaning-focused over form-focused instruction, they experienced difficulties in interpreting how these are implemented in practice. Specifically, they professed advocacy for classroom procedures and techniques associated with both contemporary and traditional language teaching and used them non-discriminately during lesson observation. In this respect, their beliefs and teaching practices align. Additionally, the participants demonstrated conversance with and reported implementing a repertoire of contemporary approaches and methods. However, the observation of their instructional practices did not consistently demonstrate strict adherence to communicative language teaching, as features of traditional teaching methods were visible. Therefore, the results suggest a partial alignment between the student teachers’ beliefs and their actual performance. Overall, by opening a window into student teachers’ mental lives, these findings highlight the likely trajectory of their professional development and the support required by them to bridge the gap between their beliefs and classroom practices.
... Due to the complex nature of teachers' beliefs and to the fact that they are influenced by many social, environmental and contextual factors (Bandura, 1995;Buehl and Fives, 2009;Kauchak and Eggen, 2008;Richardson, 1996;Schreiber et al, 2007;Wolters and Daugherty, 2007;Woods, 1996), both designing and choosing appropriate research methods that cover all the aspects of beliefs can pose a great challenge for any researcher. As was discussed earlier, there is no such research method that can fit perfectly well and prove effective in all situations. ...
Methodology is probably one of the richest and most expanding components of research and it includes a big growing number of research tools and investigation approaches which have been designed to cater for the rapid ongoing research movement worldwide. This availability of research methods does not necessarily mean that their effectiveness is guaranteed in any research situation as there is no such perfect method that can ensure and prove appropriate for all situations. The effectiveness of these different methods is therefore determined by certain factors such as the appropriate choice and implementation of research methods and the appropriate, evidence-supported interpretation of the data gathered by these methods. Reviewing and evaluating literature on teachers’ beliefs (Brousseau, Book and Byers, 1988; Bliem and Davinroy, 1997; Borg, 2009; Buehl and Fives, 2009; Dall’Alba, 1993; Ernest, 1995; Davis and Wilson, 1999; Fang, 1996; Gebel and Schrier, 2002; Hativa, 1997; Kagan, 1992; Kane, Sandretto & Heath, 2002; Pajares, 1992, Richards & Lockhart, 1994; Richardson, 1996; Singer, 1996) have revealed the complex messy nature of teachers’ beliefs and why they do not lend themselves easily to empirical investigation. It has also provided great insight into some common methodological issues with research in the field of teachers’ beliefs. Some major examples of these issues are assuming teachers’ practice (their theories-in-use) from teachers’ beliefs (their espoused theories of action), using a single-method approach to investigate teachers’ beliefs, reporting unsupported results and misinterpreting research findings. These issues along with some others will be the focus of this paper.
The paper establishes a theoretical framework based on the action theories developed by Argyris et al. (1985) which pays attention to the importance of distinguishing between teachers’ espoused theories and their theories-in-use. This framework has been considered as it provides potential explanation and reasons that may account for the previously mentioned methodological issues. These methodological issues are then further explained, elaborated upon, and practically demonstrated in light of the proposed framework and through a critical evaluation of a number of studies on teachers’ beliefs. Finally, the paper attempts to make a case for the use of mixed-method approaches in investigating teachers’ beliefs.
... Teachers thus constantly engage in moment-by-moment interactive decision-making while teaching (Woods, 1996). In fact, according to Korthagen (2017, p. 389), "teachers make relatively few conscious decisions while teaching and therefore their behaviour is only partly influenced by thinking, let alone by theories they have learnt." ...
In this conceptual paper I discuss some ethical complexities in conducting classroom practitioner research on the psychology of language learning and I analyse the potential role of intuition in handling these complexities. I begin by developing the ethical argument for taking a person-focused rather than systems-based approach to researching the psychology of language learning in the classroom. I make the case that practitioner research lends itself particularly well to a strongly person-focused orientation to exploring psychological perspectives in the classroom, since it is typically motivated by a desire to bring about positive change or enhance the quality of classroom life within a specific teaching and learning community. In the core part of the paper, I focus on the role of intuition in the decision-making processes that practitioner researchers undertake as teachers and researchers. In particular, I discuss some potential ethical complexities in how they navigate their dual roles in the classroom and manage their evolving relational work with students, and I consider the contributions and pitfalls of intuition in handling these ethical complexities. Drawing on the work of Guillemin and Gilham (2004), I argue that both intuitive and reflexive forms of thinking are essential to good ethical practice and decision-making when teachers research their own classrooms.
... Johnson (1995) broadly defines the term by saying that beliefs shape our representation of reality and guide both our thoughts and our behaviors. Woods (1996) describes teachers' beliefs as what a person knows that affects thinking, interpretation and planning action. Also, Pajares (1992: 307) states that the beliefs teachers hold influence their perceptions and judgments, which, in turn, affect their behaviors in the classroom. ...
This study aims at surveying what strategies teachers believe they use in giving feedback, what strategies teachers actually use in giving feedback and the relationship between their perceptions and the reality. The six subjects were teachers who taught Fundamental English II at King Mongkut’s University of Technology Thonburi (KMUTT). Each of them was observed teaching once and then asked to rank feedback strategies by perceived frequency of use. The results show that some of the perceptions about frequency of use match the actual strategies they used in class but some of them do not. Some feedback strategies, such as zero feedback and repeating student utterance, were used more frequently in actual practice than teachers believed, possibly since those feedback strategies do not require a conscious thinking process; on the other hand, the strategy summarizing strategies was used less in practice, perhaps because this strategy needs a great deal of conscious effort.
... teachers consciously examine their own teaching behaviors and reasons, and when teachers "show" their silent and implicit personal knowledge and pursue its sources, they can raise their awareness, clarify concepts, and distinguish advantages and disadvantages, thus achieving the purpose of self-education (Richards & Lockhart, 1994;Woods, 1996;Farrell, 2008). Therefore, effective teacher education should strive to promote active and self-reflective teacher learning and avoid passive training-based teacher learning. ...
By ethnographic research, this study intends to explore the ways and influencing factors of college English teachers’ learning through eight cases by means of qualitative multi-case study so as to identify how they achieve professional development. The results show that lack of time management, heavy administration work, over ambition and passiveness are the negative factors which affect teacher learning. Teacher learning happens with clear goal and motivation, while passive learning may lead to good results in terms of the teacher community. This study claims that teacher success will definitely be affected by teachers’ clear goal and motivation with confidence, the influence of teaching community and the family influence.
... Teacher beliefs are complex mental constructs that teachers hold about many areas related to education, such as teaching itself, learners, resources, or the subject matter, among others (Woods, 1996). They are the source of positive and negative emotions, such as satisfaction, stress, or insecurity, among others, and, thus, contribute to shaping teaching practice (Buehl & Beck, 2014;Phipps & Borg, 2009). ...
Even though the implementation of Content and Language Integrated Learning (CLIL) and its results have been researched extensively, fewer works have focused on the effect of contextual factors (CF) on teachers’ beliefs and on which ones are perceived as constraints. Furthermore, no research has explored how training might change those beliefs and help to adjust or modify some of the negative effects that CF exert on teaching practices. This qualitative study explores six in-service CLIL secondary teachers’ beliefs about CF and the effect a training course had on them. Results confirmed CF are perceived as constraints to the successful implementation of CLIL, and training appears to have a positive effect in shaping negative teachers’ beliefs and attitudes into more favourable ones. This, in turn, may help teachers to cope with the unfavourable teaching situations that CF may provoke on a daily basis. Since CF still seem to hinder CLIL success, considering teachers’ beliefs about them in CLIL teacher training programmes may contribute largely to teachers’ effectiveness.
... 389). 8) Related to action in complex ways: As pointed out above and discussed in the literature (Borg, 2006;Kalaja and Barcelos, 2003;Woods, 1996), the relationship between beliefs and actions is not a causal one. Rather, it is dynamic; it is intrinsically mediated by affordances, one's interpretations of one's own actions, emotions, and self-concepts; and it is influenced by the socio-historical contexts (see Section 2.4). ...
... Lortie's concept of the 'apprenticeship of observation' corroborated the salience of teachers' and learners' prior learning experiences in shaping their beliefs about effective teaching and learning. Woods (1996) The research done in this field demonstrates the prevalence of pre-existing beliefs on current perception and practice. This is relevant to both students and teachers. ...
The present study is an attempt to investigate the omission of the third person singular morpheme done by the Kurdish EFL learners. The study of inflectional morpheme omission is crucially important in English language learning because this error requires the language teachers and researchers to observe the stages of language learning process attentively. The foreign language learners come across several difficulties in comprehending and using these morphemes that do not exist in their native language. This study gathers data from a group of junior students through a couple of instruments; they are spoken test and written production test. The central issue of this study is the error of the absence of third person inflectional morpheme in present simple tense. It aims to describe and provide an overall analysis for omitting this inflectional morpheme from the Kurdish EFL learners’ perspectives.
... La CD se ha entendido como las dinámicas ocultas y dimensiones no observables del pensamiento del docente que se reflejan en la enseñanza, tales como su conocimiento y sus creencias (Borg 2003;2019;Levin y Wadmany, 2006;Woods, 1996;Kubanyiova y Feryok, 2015). Esta es también el resultado del proceso de vida personal, académica y laboral de quien ejerce la educación, e influye en la forma en que planea sus clases, interactúa con estudiantes y evalúa el aprendizaje. ...
El propósito de este estudio es explorar el rol de la mentalidad de crecimiento (MC) en la cognición docente y práctica educativa de una docente de inglés como lengua extranjera, quien participó de un proceso de formación profesional en MC. Para ello, se realizó un cuestionario cualitativo, observaciones de aula y entrevistas, a partir de las cuales, ella reflexionó sobre su práctica educativa. De lo anterior, se analizaron percepciones, creencias, reacciones y cambios en la mentalidad de la docente ante situaciones cotidianas de su práctica. Los hallazgos sugieren que ella demuestra apropiación de la MC al hacerse consciente de la forma en que se comunica con sus estudiantes, enfrenta retos en el aula y evidencia reflexividad emergente acerca de decisiones que la podrían hacer más flexible y empática. Se concluye que los procesos de formación profesional docente requieren disposición para reflexionar sobre la propia práctica y se enriquecerían notablemente con la incorporación explícita de la MC.
... In foreign language education, teachers' beliefs play a fundamental role in shaping their approach and understanding of a particular pedagogical reality (Borg, 2011;Pajares, 1992;Woods, 1996). Such beliefs are constructed on a complex system of thoughts, attitudes, perceptions, and theoretical conceptualizations of a given pedagogical setting. ...
This study examines the perceptions and beliefs of thirteen teachers of foreign languages who have received specialized training in gamification and have put it into practice in the classroom. Specifically, the study analyses the impact of gamification in the three years following its introduction into their teaching practices. To gain insights into teachers’ perspectives and attitudes towards gamification, thirteen semi-structured interviews were conducted. The analysis of the interviews revealed that gamification is viewed by teachers as a motivating and collaborative strategy which can be challenging to implement in some courses but can be facilitated by certain key elements such as the use of narratives in the classroom. Additionally, teachers highlighted the need for more training in this new pedagogical strategy and the importance of collaborative planning of gamified experiences with colleagues. The value of this study lies in showing the impact of gamification on the perceptions of foreign language teachers in the medium term after its introduction into their classrooms.
... The groundwork for the inquiry into beliefs in education was laid for the most part in the 1980s and 1990s (Brookhart & Freeman, 1992;Buchmann, 1984;Clark, 1988;Dinham & Stritter, 1986;Woods, 1996), and researchers reached a consensus that the beliefs would influence students' (as well as teachers') perceptions and judgements, which in turn, affect and shape their behaviour in the classroom. However, 'beliefs' as a complex and multi-faceted construct is difficult to pin down: … and so defining beliefs is at best a game of player's choice. ...
Chinese has been the fastest growing modern foreign language in African societies in the last decade, due largely to the perceived rise of China as a global superpower and its recent explosion in investment in Africa. This paper focuses on how African youths’ language beliefs and motivation to learn Chinese as a global language have been affected by an ever-increasing complicated nexus of political and economic engagement between Africa and China. Based on conversations with 59 African international students in Chinese higher education, I unpack and highlight the prevalence of beliefs that Chinese is a critical and global language. The instrumental value of Chinese, both to the continent, to nation-states and to individuals, is also found to be a common refrain among research participants, which motivates them to pursue Chinese as linguistic capital. This study contributes to the wider discussions of language ideology, motivations and aspirations of language learning, while encouraging us to reflect on the changing hierarchical ordering of languages in the world linguistic system. Pedagogical and curriculum design implications are discussed at the end of the article.
... En relación con nuestra hipótesis de partida, este proyecto se organiza en torno a tres objetivos generales: a) Desarrollar una propuesta secuenciada de gramática interlingüística para la educación obligatoria (Primaria y Secundaria), que integre el contenido y la forma de intervención en el aula y que se concrete en materiales de ayuda a los docentes, a partir del diseño de un prototipo, como dispositivo semiestructurado de intervención e instrumento de mediación para la enseñanza reflexiva de las lenguas; b) Analizar cómo intervienen los docentes en las aulas para desarrollar la competencia metalingüística de sus alumnos en relación con los conceptos básicos de gramática y su uso en actividades de manipulación y revisión de textos, a partir de diseños de intervención semiestructurados elaborados sobre el modelo de secuencias didácticas de gramática (SDG) de Camps (Camps y Zayas, 2006); y c) Analizar las representaciones de los docentes sobre la enseñanza de la gramática y su interpretación sobre sus Metodológicamente, el proyecto se inscribe en los planteamientos de la investigación cualitativo-etnográfica de la educación (Cambra, 2003;Woods, 1996), en especial en los llamados interaccionistas, que interpretan el comportamiento como resultado del encuentro entre el plano cognitivo y el medio social en el que la actividad se desarrolla (Ellis et al., 2010), encuentro en el que el lenguaje es el instrumento que configura la realidad y determina la comprensión del mundo. ...
El desarrollo de la competencia plurilingüe en la educación obligatoria necesita promover la reflexión sobre el uso y la transferencia lingüística en el alumnado. Para que este planteamiento sea viable en las aulas, son necesarios instrumentos que lo desarrollen. Este es el objetivo del proyecto “La elaboración de una gramática escolar interlingüística: hacia una enseñanza reflexiva de las lenguas en contextos multilingüe” (EGRAMINT)1,. Se plantea para ello una investigación de carácter cualitativo-etnográfico, en tres fases. En primer lugar, se realizó el análisis de la enseñanza gramatical en los currículos oficiales de todas las lenguas de España, cuyos resultados mostraron el predominio de la identificación y afirmaciones genéricas sobre el uso reflexivo. Tras ello, se diseñó un prototipo de intervención desarrollado en un conjunto de dispositivos diversos para Primaria y Secundaria, cuya implementación en aulas, fase en marcha en la actualidad, informe de los logros y las dificultades del planteamiento. Los datos de estas dos primeras fases sustentan el diseño de una gramática escolar interlingüística que muestre la transposición didáctica de los saberes académicos, el contraste de lenguas y la progresión en la educación básica. Esta gramática escolar incorpora asimismo las secuencias didácticas de gramática como dispositivos de intervención.
... 51). Shavelson and Stern (1981) suggest that teachers rely on their beliefs to guide them in their instruction when factual information (i.e., knowledge) is unavailable (see also, Woods, 1996, for a distinction between beliefs, knowledge, and assumptions). In this study, we conceptualise the construct of 'teachers' beliefs' as heuristics encompassing a number of interrelated dimensions: teachers' espoused theories, ideologies, and practical aspects of professional knowledge. ...
... 618). It follows that concept such as teachers' beliefs (Pajares, 1992), decision making (Woods, 1996), hidden pedagogy, reflection, apprenticeship of observation (Lortie, 1975;Moodie, 2016), and personal theories of learning play a more prominent role as teachers are encouraged to turn to their cognitions and reflect on how their prior learning experiences interact with their present ways of thinking about teaching. ...
Beginning teachers are often left on their own to endure life at school perhaps as a result of the assumption that learning to teach comes from the experience of teaching, or that the theoretical knowledge gained in teacher education programs is sufficient to deal with such an endeavor. This narrative study investigated student teachers’ retrospective conceptions of English language teaching as they entered a teacher education program and as they completed their practicum at a public school, to better understand their process of learning to teach English. By analyzing participants’ reported experiences, we identified a growing awareness of the contextual circumstances regarding students’ needs and social realities which led to a confrontation of the theoretical insights’ participants had gained through the teacher education program. Findings also revealed participants’ overall dissatisfaction with the learning experiences during their English lessons in public schools and a rather positive view of their learning experiences in language institutes and in English vocational education and training courses.
In the world practice, scientific research is aimed at the development of oral knowledge, skills and abilities in teaching English. The technical higher educational institutions and the integration of skills in teaching process are being conducted. The English language proficiency is becoming increasingly important for academic success. English is one of the compulsory subjects in the school curriculum, and it is taught in all disciplines, including teacher training, vocational, science, engineering, and technology. The aim of the article is to substantiate how to teach students to develop oral speech using problem-based learning and to strengthen their knowledge in the fields of engineering, management, and business spheres, to increase the effectiveness of oral speech in English, and how to effectively use Problem-based learning skills (PBL) in the technological processes. Results show the important aspects of Problem-based learning method in today's modern educational environment, the development of critical thinking, independent and creative skills of learners, the further development of the mental activity, the search for various solutions to problem situations, effective methods of problem-based education, general information about its importance and features are given.
This book presents recent advances in foreign language education as well as recent work on Chinese language education and CFL teacher development in international contexts. It also reports the results of three qualitative studies on the experiences and beliefs of teachers of the Chinese language in in Denmark.
There are rising concerns over quality issues in both Chinese language education and teacher development in Scandinavian countries and worldwide, broadly due to China’s rapid growth and the increasing worldwide popularity of Chinese. What CFL (Chinese as a Foreign Language) teachers believe in teaching and experience in the intercultural context have proposed new questions and issues. The book addresses issues and topics such as teacher beliefs about Chinese language teaching, factors shaping teacher beliefs, the teaching of Chinese by both native and non-native teachers, Chinese language and culture teaching, intercultural encounters and challenges, etc. It provides both macro- and micro-level insights into the key issues and challenges in the development of Chinese language teachers in Denmark and the Scandinavian region.
Taking the perspectives of Chinese language teachers’ beliefs and experiences, this book reveals teachers’ beliefs about their roles, objectives, and ways of teaching at the micro level. It also discusses the macro-level factors that promote or impede the adaptation of native-speaking teachers of Chinese and the development of Chinese-language education in this Nordic country. It will be of interest to teachers, teacher educators, administrators of Chinese as a foreign language, and researchers concerned with foreign language education in an intercultural context.
While Chapter 2 reviews the international student mobility (ISM) literature, this chapter turns the spotlight on language ideologies within language education, which is fundamental to this book.
The importance of schemata in reading has been highlighted by many studies. However, one aspect of schemata, namely schema switching, has largely been ignored in the literature. For most texts several schemata are activated in turn, and readers' willingness to switch schemata may affect their comprehension. This paper investigates schema switching by looking at the referents readers assign to an ambiguous it in a text. Evidence for schema use comes from readers' identification of words not found in the text as referents of it. Most readers switch schemata as they read, with most changes in interpretation of the referent occurring at points where lexical cohesion plays a role. No differences in willingness to switch schemata between native speakers and non-native speakers were found.
The study of teacher beliefs in the field of language teaching has attracted much interest from researchers in the last 30 years. It is important to examine teacher beliefs because they are believed to play a crucial role in motivating teachers’ actual classroom practices. However, the review of the literature seems to suggest that research methods that scholars employ to study teacher beliefs play a key role in the development of our understanding of the said construct. This methodological paper critically assesses some of those methods, discusses the value of in-depth interviews to teacher cognition research, and offers specific interview types that can be useful in the investigation of teacher beliefs specifically concerning the teaching of speaking in EFL contexts. The paper argues that teachers’ cognitive worlds be examined as embedded in their practices with the help of interviews. This is in line with a recent proposition in the field to designate situated professional practice as the entry point to investigations of teacher beliefs. The study results have implications for researchers in the field of teacher cognition.
A teacher's attitudes, knowledge, beliefs, and skills are referred as ‘professional identity' that affects students. Research has focused on knowledge and skills but, downplayed teacher's emotional intelligence. Studies states that teachers' emotional intelligence affects how student engage. There are a few studies on the relationship between emotional intelligence of teachers and student engagement. This study aims to assess the relationship of student engagement with professional identity and emotional intelligence of language teachers. This study is conducted on 30 language teachers and their respective current students. For this, standardized tools were used for the assessment of variables undertaken for the study. The data was analysed statistically. The findings states that professional identity and emotional intelligence of language teachers is significantly positively correlated with student engagement. So, language teachers who are emotionally intelligent and have a healthier professional identity engage students to a higher level.
El objetivo general de esta investigación fue elaborar diferentes perfiles descriptivos de los profesores de francés como lengua extranjera (FLE) analizando sus creencias respecto a la enseñanza-aprendizaje de la gramática, así como los factores coadyuvantes al uso de un enfoque gramatical en el aula. El trabajo adopta el método cualitativo del paradigma positivista. Así, 142 profesores de diferentes estados y procedencias respondieron voluntariamente a un cuestionario cuyas pruebas de dimensionalidad, validez y fiabilidad se determinaron primero mediante un análisis de expertos y luego mediante un análisis factorial exploratorio, seguido del cálculo de los coeficientes alfa de Cronbach. Los resultados del trabajo permiten determinar tres perfiles diferentes de profesores según su uso de enfoques gramaticales: "constructivista inicial", "constructivista moderado", "constructivista avanzado". Por otra parte, se observa generalmente que cuando los profesores tienen creencias inclinadas hacia el enfoque estructuralista, utilizan el enfoque gramatical deductivo con mayor frecuencia. Por el contrario, aquellos con creencias más constructivistas utilizan con mayor frecuencia el enfoque gramatical inductivo. Por otra parte, se comprobó que el nivel de francés del profesor de FLE influye significativamente en el grado de utilización del enfoque gramatical inductivo y deductivo. Al mismo tiempo, se encontró que existe una relación entre el grado de colaboración del profesor, su antigüedad y su elección de uno u otro enfoque gramatical. Por último, se constata que factores como el nivel de los alumnos, su edad, la complejidad de las estructuras enseñadas y el tamaño del grupo desempeñan un papel importante en la elección del enfoque gramatical por parte del profesor de FLE.
Although second language (L2) teacher cognition has been a sustained area of research in the field of L2 teacher education for the last three decades, designing an appropriate methodology to investigate teacher cognition is still a key challenge due to the unobservable nature of cognition. Teacher cognition is defined as “what teachers know, believe, and think” (Borg, 2003, p. 81). This article seeks to enable researchers who are interested in exploring L2 teacher cognition to design qualitative multiple case study research and to use constructivist grounded theory to data analysis to build theoretical models that capture L2 teachers’ cognitions. I discuss the rationale for the proposed design and outline the processes of data collection, three stages of data analysis, and the processes of constructivist grounded theory conceptualization. I provide examples and draw on my own experience of investigating and mapping out some of the intricate connections between the cognitions and the classroom practices of twelve English as a foreign language (EFL) writing teachers, on the one hand, and consider how their cognitions and pedagogical practices interplay with the ecological contexts where they teach, on the other hand. I highlight the flexibility of the proposed design to enable researchers to build models that effectively capture language teacher cognition and explain their pedagogical practices. In doing so, this article also provides a valuable contribution to the discussion of the research methods which have been used to examine L2 teacher cognition.
The world has witnessed the rapid development of technology, which is now an integral part of daily life. The sharing of knowledge has become accessible and more convenient because of technological innovation,which has transformed everything from laptop computers to smartphones. The method of teaching and learning English with the adoption of mobile technology creates a different learning environment for both teachers and students.This review highlights the concept of mobile learning and the importance of mobile technology in EFL classrooms. Using mobile technology in EFL classes for teaching and learning and practising the English language has many advantages, particularly giving opportunities for teachers and students can interact and use mobile platforms and any place for a facilitated learning process. This paper recommends, that incorporating mobile technologies into Libyan education is necessary, especially now that students are more adopt using mobile devices nowadays.
This chapter reports on a longitudinal study of predominantly native speaker English language teachers training on ‘alternative route’ (Freeman, 2017) pre-service courses in London who subsequently go on to teach mainly in private organisations in various global contexts. It critically examines beliefs about the nature and status of the profession in a Britain, Australasia and North America (BANA) context from a sociocultural perspective. Amongst the issues examined are the role of native speaker expertise, and the position of the ‘international’ teacher in local pedagogical contexts. The implications for the profession of the commodification both of the English language and the English language teacher are also considered. It draws on the notion of investment in order to shed light on current approaches to engagement and commitment to the English language teaching profession.KeywordsCommitment in teachingBeliefs about ELTInvestmentELT Teacher Education
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