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Research has shown that there is high congruity between pedagogical beliefs and classroom practices among expert teachers and how this demarcates them from their novice counterparts. However, this is not necessarily true for all experts and novices in the profession because their individual differences affect the degree of congruity and this has caused revisions in the ways which the expert-novice divide is understood. This paper examines belief-practice congruity and expert-novice differences through a case study of a novice Malaysian ESL teacher. Ali, M. English language teaching in primary schools: Policy and Implementation concerns. Barrot, J.
Language Editing Service. To conduct this study, Iranian ELT instructors had been chosen randomly. The implications for improving the quality of teacher education programs were also discussed. Altan, M. Beliefs about language learning of foreign language- major university students.
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As a bachelor of English in Education, she teaches English for adult learners. Her research interests include reading skills and strategies, and teaching methodology. She is also keen on improving learning experience for EFL students and applying innovative approaches for young learners.
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of technology.
This case study adopts purposeful sampling involving a volunteered public junior high school English language teacher. It derives its qualitative data from semi-structured interviews, observation field notes and lesson plans. The findings of this study indicate that negotiation was a constant practice while teaching within the context of the school-based curriculum. Although the teacher demonstrated autonomy in classroom management and teaching strategies, the freedom was not extended to the selection of teaching materials and activities. The identified tensions between conformity and practice highlight issues in teacher readiness and teacher support on the implementation of school-based curriculum. Keywords: Classroom practice, English language teacher, Indonesia, school-based curriculum, teacher belief. Ary, D.
Akcaoglu, M. Exploring technology integration approaches and practices of pre-service and in-service English language teachers. Unpublished Master Thesis. Middle East Technical University, Ankara. Albirini, A. Alshumaimeri, Y.
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It begins with an overview of traditional research on teaching in general, followed by a discussion of teacher cognition under which teacher beliefs/theories are.