Three perspectives on the role of teacher beliefs in the language classroom
Krogager Andersen, L. (2021). Three perspectives on the role of teacher beliefs in the language classroom. Apples : Journal of Applied Language Studies.15(2), 71-92. DOI: 10.47862/apples.103078
Julkaistu sarjassa
Apples : Journal of Applied Language StudiesTekijät
Päivämäärä
2021Tekijänoikeudet
© 2021: The authors
This study explores the role of teacher beliefs in two teachers’ implementation of a
collaboratively planned teaching activity into classroom practice. It is a retrospective
case study aiming to explain how the difference between two teachers’ realisations of a
specific bilingual teaching activity may be seen as related to their beliefs about language
learning and teaching. The role of teacher beliefs for language teaching practice has
been the subject of much research, although the nature of the relationship remains
contested. This study explores a new approach to the puzzle by combining new and
existing perspectives on teacher beliefs in the form of enacted, professed and implicit
beliefs. The study re-examines data from a larger action research study through 4
cycles of analysis and interpretation, moving from observed teaching practices to the
three perspectives on teacher beliefs to provide a description of the complex interplay
between beliefs and practice. The analysis shows that the combination of the different
perspectives on teacher beliefs allows for a meaningful interpretation of the relationship
between teacher beliefs and teaching practice, that the two teachers’ beliefs about
language learning and teaching play an important role in their transformation of
teaching plans to teaching practice and that their different practices lead to different
language learning affordances in the two classrooms. The article concludes by
suggesting that the interplay between teaching activities, students’ engagement and
teacher beliefs may be a fruitful place of inquiry for future research.
...
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Centre for Applied Language Studies, University of JyväskyläISSN Hae Julkaisufoorumista
1457-9863Asiasanat
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