Abstract
Teachers’ beliefs are thought to have a profound influence on their classroom practices. An understanding of this relationship is important for the improvement of teachers’ professional preparation and the successful implementation of new curricula. However, there is little previous research on this issue in the Lithuanian university context.
This evaluative-interpretative study investigated the relationship between the beliefs of eight teachers and their practices in the teaching of reading to advanced learners. It used video stimulated recall to obtain measures of teachers’ beliefs, while comparing those beliefs and behaviors against the research norms. The beliefs that were identified as congruent with practices of the majority of the teachers reflected a skills-based approach to reading
instruction, emphasizing vocabulary, reading aloud, translation, and whole class
discussion of texts. However, a metacognitive-strategy approach is largely supported by research and regarded as most appropriate in academic contexts.
This evaluative-interpretative study investigated the relationship between the beliefs of eight teachers and their practices in the teaching of reading to advanced learners. It used video stimulated recall to obtain measures of teachers’ beliefs, while comparing those beliefs and behaviors against the research norms. The beliefs that were identified as congruent with practices of the majority of the teachers reflected a skills-based approach to reading
instruction, emphasizing vocabulary, reading aloud, translation, and whole class
discussion of texts. However, a metacognitive-strategy approach is largely supported by research and regarded as most appropriate in academic contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 102-128 |
| Number of pages | 27 |
| Journal | Reading in a Foreign Language |
| Volume | 23 |
| Issue number | 1 |
| Publication status | Published - Apr 2011 |
Keywords
- reading
- beliefs
- practices
- academic
- approach
- metacognitive-strategy