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

Farrell, Thomas S. C.; Ives, Jessica

doi:10.1177/1362168814541722

Cited by 155 publications

(120 citation statements)

References 18 publications

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“…In a study by Farrell and Ives (2015), the results showed that since teachers were developing in the first year of teaching, some observed practices were not expressed in the teachers' beliefs.…”

Section: Discussionmentioning

confidence: 96%

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

Asmawi¹,

SeyedHendi²

2016

AES

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The practices preschool teachers implement in their classrooms are vital in their students' literacy development. Preschool teachers are always expected to implement research-based literacy practices to make sure children are ready to learn when they enter school. This multiple-case study intended to address four non-native in-service preschool English teachers' practices in early literacy instruction. Data collection involved field notes and videotaping of classroom practices along with interviews and documents from ten full English lesson observations in each classroom. Data analysis began with identifying teachers' practices. A cross case analysis was also conducted. The results showed that even when four teachers were in the same school district, using different curriculum, and supported by the different principal, each interpreted and enacted literacy policy differently. The overall conclusion generated from the results of the data analyses is that though teachers and preschool principals perceived that they were effectively applying early English literacy instruction, there was actually a divide between what teachers believed and what they implemented (their actual practice) in their classrooms. Besides, there was not enough interaction between teacher and children. However, the four preschool teachers mentioned in their interviews that they would like to be friends with their students.

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Section: Discussionmentioning

confidence: 96%

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

Asmawi¹,

SeyedHendi²

2016

AES

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“…The method was chosen in accordance to Farrell and Ives's (2015) contention that the case study method helps address the lacunae in the literature on second language teachers' beliefs and practices by gathering rich data using multiple sources of data and techniques for collection and analysis (e.g., questionnaire and classroom observation).…”

Section: Methodsologymentioning

confidence: 99%

Not Quite What It Seems: Rethinking the Way We View Teachers’ Beliefs and Practices – A Case Study of a Malaysian ESL Teacher

Jerome

Samuel

2017

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“…En este contexto, se ha planteado que las creencias pueden ser transformadas a través de su cuestionamiento constante (Farrell e Ives, 2015). Este planteamiento involucra explorar y reconocer la naturaleza de las propias prácticas pedagógicas, proceso que se relaciona con la reflexión en y sobre la acción.…”

Section: Marco De Referencia Creenciasunclassified

Aprendizaje y enseñanza: creencias de estudiantes en formación de pedagogía en inglés

Ochoa

Larenas

Hernández

et al. 2017

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Este estudio tuvo como objetivo identificar las creencias sobre la enseñanza y el aprendizaje que poseían futuros profesores de inglés de dos universidades chilenas. Participaron 180 estudiantes de primer, tercer y quinto año. Desde un enfoque metodológico cuantitativo se utilizó un diseño descriptivo-comparativo. Los datos se recogieron a través de un inventario de creencias sobre enseñanza y aprendizaje (Tagle, 2008). El análisis de datos empleó análisis de varianza y pruebas post hoc. Los resultados muestran diferencias estadísticamente significativas entre los estudiantes de primero y los de tercer y quinto año, en ocho de doce dimensiones del ámbito de la enseñanza. Se identifica así un potencial cambio en las creencias de los estudiantes de pedagogía, asociado a su formación profesional.

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

Cited by 155 publications

References 18 publications

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

Preschool English Teachers’ Practices in Early Literacy Instruction: A Multiple Case Study

Not Quite What It Seems: Rethinking the Way We View Teachers’ Beliefs and Practices – A Case Study of a Malaysian ESL Teacher

Aprendizaje y enseñanza: creencias de estudiantes en formación de pedagogía en inglés

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