Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study
By T. Farrell, Karen Bennis. 2013
143 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/b8663c653a1252e92bcb69f535d236f6828aa18e
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In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Professional development through reflective practice for English-medium instruction (EMI) teachers (2020, background): “When EMI teachers are given a chance to articulate their beliefs about teaching and learning, and reflect on the source of these beliefs, they can then begin to (re)evaluate their appropriateness related to their particular context (Farrell and Bennis 2013; Farrell and Ives 2015).”
- 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”
- 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).”