A Case Study of the Influence of Prior Learning Experiences on English Language Teachers' Beliefs

Teachers‘ beliefs are integral aspects of teaching. Beliefs define the most fundamental aspects of an individual‘s personality which usually resist change. The aim of the present study was to investigate the influence of prior learning experiences on English language teachers‘ beliefs as reflected in a higher secondary school in Bangladesh. Research was carried out from an interpretivist paradigm using a case study approach. Methodology and procedures used were qualitative in nature. The findings reveal a regular pattern of consistency in teachers‘ beliefs based on the underlying features of prior learning experiences, administrative and education policy, students‘ needs and requirements. The limitations of the study rest in the narrowness of its scope. Further large-scale studies may lead to a better understanding of teachers‘ beliefs and their impact on teaching and learning.