Links between teachers' beliefs and practices and research on reading

By Irena Kuzborska. Reading in a Foreign Language, 2011

199 citations recorded by the source corpus.

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.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4eac6bb4e4769b251c8e5faefad6dbf28767d7a4

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Some researchers have investigated the influence of teacher education on changing teachers’ beliefs. Some of them have stressed the positive role of teacher education programs in altering teachers’ beliefs (Burgess, Turvey, & Quarshire, 2000; Donahue, 2003; Mattheoudakis, 2007; Peacock, 2001; Stuart”
Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, background): “Kubanyiova (2014) reports that teachers’ practices are influenced by their prior beliefs about how languages are learned and how they should be taught, as well as by the diverse teaching methods they have internalized during their professional lives, to the extent that there is a strong correlation ”
Teacher beliefs about listening in a foreign language (2014, background): “In reading, Kuzborska (2011) conducted a study of eight teachers at university level in Lithuania, exploring their reading instructional beliefs and practices, as well as how these reflected current research literature on reading.”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, unknown): “Arguments for more socially oriented formulations of language teacher cognition and the SLTE knowledge base were furthered by Freeman and Johnson’s (1998) call for a “broader epistemological view of ESOL teacher 1990–1994 Richards & Nunan (1990) (Collection, conceptual & empirical) Freeman & Richard”
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, background): “The type of seating arrangement can 752 M. C. Gremmen et al. be chosen with different goals in mind (Fives and Buehl 2008; Gest and Rodkin 2011; Kuzborska 2011).”
Exploring teacher beliefs and classroom practices through reflective practice: A case study (2015, background): “…research evidence in the field of teaching English to speakers of other languages (TESOL) that language teachers hold complex beliefs about teaching and learning, and that these beliefs have a strong impact on classroom practices (Basturkmen, 2012; Farrell & Bennis, 2013; Kuzborska, 2011).”