Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods

2021 ◽  
pp. 136216882199218
Author(s):  
Pamela M. Wesely ◽  
Reuben Vyn ◽  
Diane Neubauer
Keyword(s):  
Teacher Beliefs ◽  
Teaching Methods ◽  
Language Teachers ◽  
World Language ◽  
Comprehensible Input ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
The Usa ◽  
Instructional Decision ◽  
The Relationship

World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some scholars to identify a postmethod condition, where teachers prioritize making responsive, principled decisions about instruction based on their context. This qualitative study investigated the patterns and realities of the postmethod condition in practice through the lens of teacher beliefs about teaching methods, focusing on ten secondary-level world language teachers of French and Spanish in the USA. Data sources included a survey about teaching methods, in-depth interviews, and classroom observations. Data analysis included descriptive statistics, multiple phases of coding, and integrating analysis of the three sources. Findings indicated that teachers in this group largely identified as adhering to one main teaching approach, with eight of the ten self-identifying as using primarily comprehensible input and/or TPRS (Teaching Proficiency through Reading and Storytelling) methods. However, through investigating their beliefs about grammar and accuracy; the four skills of reading, writing, listening, and speaking; the importance of input and output; and instructional flow, we found that the teachers examined and reexamined their teaching methods regularly, largely due to the influences of their learners and their institution. The relationship between the teachers’ beliefs and practices was mediated by context-driven instructional decision-making, indicating the presence of a postmethod condition.

scholarly journals On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes

2015 ◽  
Vol 8 (11) ◽  
pp. 56
Author(s):  
Maryam Sharajabian ◽  
Mahmood Hashemian
Keyword(s):  
Language Learning ◽  
Survey Design ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
L2 Learners ◽  
Language Schools ◽  
The Relationship

<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>

Emotions in Language Teaching: A Review of Studies on Teacher Emotions in Brazil

2018 ◽  
Vol 41 (4) ◽  
pp. 506-531
Author(s):  
Ana Maria F. Barcelos ◽  
Rodrigo Camargo Aragão
Keyword(s):  
Teacher Education ◽  
Teacher Beliefs ◽  
Language Teaching ◽  
Teaching English ◽  
Teacher Emotions ◽  
Beliefs About Teaching ◽  
The Relationship ◽  
Shed Light

Abstract In this paper, we wish to respond to the call for expansion on our knowledge about teacher beliefs (Kubanyiova & Feryok, 2015) and discuss findings of studies on teacher emotions conducted in Brazil with both in-service and pre-service teachers of English. More specifically, we focus 1) on the kinds of emotions these teachers have reported feeling, and 2) on the relationship between beliefs and emotions. The results have shown: 1) the diversity of emotions teachers experience in their teacher education; and 2) how these emotions interact in dynamic and complex ways with their beliefs about teaching English in Brazil. The findings suggest that looking into the interrelationships between emotions and beliefs can shed light onto our understanding of the teachers’ thinking and practices in their contexts. Implications and questions for further research will be discussed in light of the studies reviewed.

scholarly journals Deconstruction of Method-postmethod Dialectics in English Language Teaching

2017 ◽  
Vol 8 (3) ◽  
pp. 539
Author(s):  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Established Method ◽  
To Come ◽  
Language Teaching Methods ◽  
The Relationship ◽  
Traditional Roles

After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings new insights into method- postmethod dichotomy particularly by discussing the areas where the relationship between them becomes dialectical on some occasions. It also addresses the limitations of postmethod by identifying the factors where postmethod pedagogy gets entangled in a newer type of method though it emerged with the promise to come out of the stranglehold of method. Finally, it shows how postmethod redefines the traditional roles of teachers where they not only act as practitioners but also as theorizers, evaluators, observers, facilitators, innovators, and planners.

scholarly journals Teacher beliefs and their manifestation in teaching from the perspective of pre-service teacher trainees

2020 ◽  
Vol 8 (2) ◽  
pp. 114-126
Author(s):  
Zuzana Součková
Keyword(s):  
Teacher Beliefs ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
The Past ◽  
Teacher Trainees ◽  
Wide Range ◽  
The Relationship ◽  
Pre Service Teacher

Abstract Teacher beliefs play an important role in addressing the issue of teacher training. Teaching philosophy has long been a question of great interest in a wide range of fields in teacher education. There is a growing body of literature that recognises the importance of what teacher trainees or teachers in general think, believe and do in teaching. Studies over the past two decades have provided important information on the possible factors that may impact the formation of teacher beliefs. The paper attempts to explore the relationship between previous school experience and the formation of teacher beliefs among teacher trainees who can provide viewpoints of a teacher and a student at the same time. Moreover, the paper examines teaching methods and techniques that the trainees apply in their teaching as a result of what they believe in as teachers. Data were obtained from semi-structured interviews conducted with pre-service teacher trainees as a part of feedback sessions during teaching practice. By employing qualitative approach, the research contributes to a deeper understanding of the formation and manifestation of teacher beliefs in teaching.

scholarly journals English Language Teachers’ Beliefs and Practices Concerning Continuous Assessment in Omani Cycle 1 Schools

2021 ◽  
pp. 11-27
Author(s):  
Khalsa Khalaf Said Al-Harrasi ◽  
Serge Gabarre ◽  
Chaharazed Mirza
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Second Phase ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Current Implementation ◽  
Teachers Beliefs ◽  
English Language Teachers ◽  
Explanatory Sequential Design ◽  
The Relationship

Aims: In this study, the authors investigated English language teachers’ beliefs on continuous assessment, the relationship between their beliefs and continuous assessment practices, and factors influencing teachers’ continuous assessment practices in Cycle 1 schools in the South Batinah Governorate in the Sultanate of Oman. Study Design: The authors used a mixed-methods approach employing an explanatory sequential design. In the first phase, a questionnaire investigating teachers’ beliefs and assessment practices was distributed to 154 teachers. In the second phase, interviews and artefact observation were conducted with three teachers. Principal components analysis was used to analyze questionnaire data, whereas interviews were analyzed using thematic analysis. Results: The results indicate that teachers demonstrate positive beliefs towards the implementation of continuous assessment. They highlighted some aspects of the benefits of continuous assessment such as providing feedback to learners and parents and encouraging teachers to use a variety of methods, reflect on their assessment practices and adapt their techniques. However, discrepancies were found between teachers’ reported beliefs and their continuous assessment practices. These discrepancies resulted from large class size, lack of time, syllabus and timetable load, mixed learner abilities, lack of clarity of the assessment handbook, parents’ attitudes, and inadequate assessment training. Conclusion: The study is significant because it helps clarify the relationship between teachers’ beliefs and their assessment practices. In addition, the study provides information for policymakers, assessment designers, and training program designers on the current implementation of continuous assessment in Cycle 1. The study significantly contributes to the existing literature since to the best of the authors’ knowledge it is the first study conducted in Oman investigating teachers’ beliefs on the practices of continuous assessment in Cycle 1 schools.

scholarly journals Assessment Beliefs and Practices of Libyan Secondary School English Language Teachers

2020 ◽  
Vol 9 (6) ◽  
pp. 99
Author(s):  
Vahid Nimehchisalem ◽  
Marwa M. Abdalla
Keyword(s):  
Secondary School ◽  
English Language ◽  
Language Teachers ◽  
Assessment Practice ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Learning Conditions ◽  
English Language Teachers ◽  
Assessment Beliefs ◽  
The Relationship

Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom-based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions.

Of Frames and Cultures - A Cross-Cultural Comparison of TV Newscasts

2006 ◽  
Vol 18 (4) ◽  
pp. 160-173 ◽  
Author(s):  
Maria Senokozlieva ◽  
Oliver Fischer ◽  
Gary Bente ◽  
Nicole Krämer
Keyword(s):  
Content Analysis ◽  
Arab World ◽  
Methodological Approach ◽  
Cross Cultural ◽  
Cultural Comparison ◽  
Explorative Study ◽  
Cross Cultural Comparison ◽  
Tv News ◽  
The Usa ◽  
The Relationship

Abstract. TV news are essentially cultural phenomena. Previous research suggests that the often-overlooked formal and implicit characteristics of newscasts may be systematically related to culture-specific characteristics. Investigating these characteristics by means of a frame-by-frame content analysis is identified as a particularly promising methodological approach. To examine the relationship between culture and selected formal characteristics of newscasts, we present an explorative study that compares material from the USA, the Arab world, and Germany. Results indicate that there are many significant differences, some of which are in line with expectations derived from cultural specifics. Specifically, we argue that the number of persons presented as well as the context in which they are presented can be interpreted as indicators of Individualism/Collectivism. The conclusions underline the validity of the chosen methodological approach, but also demonstrate the need for more comprehensive and theory-driven category schemes.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

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