Key concepts in ELT. Teachers' beliefs

By M. Borg. 2001

253 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c4cfb5932eef23dbcf6aaa4d853f3331fb8a8b5b

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In Education

Citations in the corpus

Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study (2013, background): “Michella Borg (2001) defines a belief as, ‘a proposition which may be consciously or unconsciously held, is evaluative in that it is accepted as true by the individual, and is therefore imbued with emotive commitment; further, it serves as a guide to thought and behaviour’ (2001: 186).”
The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children (2006, background): “…(5) become more personalized and richer as classroom experience grows, (6) may impede efforts to change classroom practice, and (7) are valueladen and can guide thinking and action (Borg, 2001; Evans, 1996; Kagan, 1992; Lortie, 2002; Nespor, 1987; Pajares, 1992; Richardson, 1996; Romanowski, 1998).”
A Case Study of the Development in Pedagogic Thinking of a Pre-service Teacher (2005, methodology): “For the purposes of this research, belief was defined as "a proposition which may be unconsciously held, is evaluative in that it is accepted as true by the individual, and is therefore imbued with emotive commitment; further it serves as a guide to thought and behaviour" (Borg, 2001, p. 186).”
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, background): “Also, Borg (2001) indicates that teachers’ beliefs are usually used to refer to ‘‘teachers’ pedagogic beliefs, or those beliefs of relevance to an individual’s teaching’’.”
Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability (2018, background): “Borg [17] stated that a belief is not necessarily a concept we are aware of; it can be held even unconsciously.”