Exploring teacher beliefs and classroom practices through reflective practice: A case study

IF 3.3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Teaching Research Pub Date : 2015-09-01 DOI:10.1177/1362168814541722

T. Farrell, J. Ives

引用次数: 177

Abstract

This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his classroom practices. Additionally, this study found that by articulating and reflecting on his beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Findings from this study correlate with findings from previous studies in first language (L1) reading research that examined the relationship between teacher beliefs and classroom practices. Implications for future research are also discussed.

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通过反思性实践探究教师信念与课堂实践:个案研究

本文通过一个案例研究，探讨并反思了一位二语阅读教师陈述的信念与观察到的课堂实践之间的关系。本研究的结果表明，这位特殊的老师对阅读教学有着复杂的信念，这在他的许多课堂实践中都有一定程度的体现。此外，本研究发现，通过表达和反思他的信念，教师变得更加意识到这些信念对他的课堂实践的意义和影响。这项研究的结果与先前的第一语言阅读研究的结果相关联，这些研究考察了教师信念与课堂实践之间的关系。对未来研究的启示也进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Teaching Research Multiple-

CiteScore

13.20

自引率

7.10%

发文量

116

期刊介绍： Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research