Review of research into the correspondence between language teachers' stated beliefs and practices

By Helen Basturkmen. 2012

416 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/73e3851723c40d6da77d50cf4b6d35ffe2954ae8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Magdalena Kubanyiova
2. T. Farrell
3. Muhammad Rahimi
4. Anne Feryok
5. J. Ives
6. Lawrence Jun Zhang
7. Karen Bennis
8. Gert Rijlaarsdam

In Literature and Literary Theory

1. Muhammad Rahimi
2. T. Farrell
3. Anne Feryok
4. J. Ives
5. Karen Bennis
6. Tanja Janssen
7. D. van Weijen
8. Gert Rijlaarsdam

Citations in the corpus

• Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong (2014, background): “Given the strong links that have been recorded between beliefs and practices (Basturkmen 2012; Jordan, Glenn, and McGhie-Richmond 2010; Tschannen-Moran and Woolfolk-Hoy 2001), an examination of perceptions of teaching efficacy for inclusive teaching becomes more than pragmatic; it represents a…”
• Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…range of cognitions, usually beliefs or knowledge, that language teachers have about different aspects of their work (e.g., Gatbonton, 1999; Kissau, Algonzine, & Yon, 2013; Mullock, 2006), and (b) to shed light on the relationship between teachers’ cognitions and practices (cf. Basturkmen, 2012).”
• Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015, background): “Basturkmen (2012) argued that this contradictory finding can be partially attributed to case study methodology used in research to date.”
• Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills (2018, background): “Teachers can hold various conscious or unconscious beliefs (Basturkmen, 2012; Schoenfeld, 1998), which can influence their teaching and are, therefore, relevant to examine in the light of innovations.”
• Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, neutral): “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”
• Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study (2013, background): “Because he was a novice teacher at the time of the study, it is also possible that he was not sure of his beliefs as they were still in the process of forming (Basturkmen, 2012) and that this study was the first time that he had been asked to verbalize his beliefs.”
• 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).”