Theory and Practice in Language Studies, Vol 2, No 7 (2012), 1397-1402, Jul 2012
doi:10.4304/tpls.2.7.1397-1402

The Role of Teachers‘ Beliefs in the Language Teaching-learning Process

Li Xu

Abstract


Teachers’ beliefs are important for understanding and improving educational process. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges, influence their general well-being, and in turn, shape language learners’ learning environment, their motivation and their language achievement and ability. This essay studies some previous researches on teachers’ beliefs, and analyzes the role of three teachers’ beliefs in the language teaching-learning process. The first part clarifies the concept of teachers’ beliefs, the second part illustrates three essential teachers’ beliefs about learners, learning and teachers themselves, and their role in the language teaching-learning process, the third part is the conclusion, which is consistent with the concept of teachers’ beliefs.


Keywords


teachers’ beliefs; the language teaching-learning; learners; teachers

References


 

[1] Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior. Vol. 4, pp. 71-81. New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

[2] Brophy, Jere. (1986). On Motivating Students. East Lansing, Michigan: Institute for Research on Teaching, Michigan State University, United States. 276-724.

[3] Gow, L. & D. Kember. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology, 63, 20-33.
http://dx.doi.org/10.1111/j.2044-8279.1993.tb01039.x

[4] Heather Davis & Carey Andrzejewski. (2009). Teacher Beliefs. The Gale Group. http://www.education.com/reference/article/teacher-beliefs/#D,.(01-23-2012)

[5] Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27,279-300.

[6] Julianne C. Turner, Andrea Christensen & Debra K. Meyer. (2009). Teachers‘ Beliefs about Student Learning and Motivation. Springer International Handbooks of Education, Vol. 21, 5, 361-371.

[7] Kennedy, Mary M. (1997). Defining an ideal teacher education program [mimeo]. Washington, DC: National Council for the Accreditation of Teacher Education. 1-29.

[8] Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
http://dx.doi.org/10.1016/j.tate.2003.10.002

[9] Linda M. Anderson & Diane Holt-Reynolds. (1995). Prospective Teachers' Beliefs and Teacher Education Pedagogy [microform]: Research Based on a Teacher Educator's Practical Theory. http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED392792 (02-07-2012)

[10] Meighan, R. & J. Meighan. (1990). Alternative roles for learners with particular reference to learners as democratic explorers in teacher education courses. The School Field, 1(1), 61-77.

[11] Melodie Rosenfeld & Sherman Rosenfeld. (2008). Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences. Educational Psychology, Vol. 28, No. 3, 245-272.
http://dx.doi.org/10.1080/01443410701528436

[12] Michael Borg. (2001). Key Concepts in TLT: Teachers‘ Beliefs. ELT Journal. Vol. 55/2. Oxford University Press.

[13] Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-28.
http://dx.doi.org/10.1080/0022027870190403

[14] Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74, 273-306.

[15] Omotani, Barbara J. & Les Omotani. (1996). Expect the Best: How Your Teachers Can Help All Children Learn. The Executive Educator. Vol.18, No.8: 519-766.

[16] Pajares M.F. (1992). Teachers‘ beliefs and educational research: Cleaning Up a Messy Construct. Review of Educational Research. Vol. 62, 3: pp. 307-332.

[17] Schutz & Michalinos Zembylas. (2009). Introduction to Advances in Teacher Emotion Research: The Impact on Teachers‘ Lives. Advances in Teacher Emotion Research: The Impact on Teachers' Lives. 3-14. Springer Dordrecht Heidelberg London New York.

[18] Pine, G. J. & Boy, A. V. (1977). Learner Centered Teaching: A Humanistic View. Denver, Love Publishing Co.

[19] Rosemary E. Sutton & Karl F. Wheatley. (2003). Teachers‘ Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational psychology Review, Vol. 15, No. 4, 327-358.
http://dx.doi.org/10.1023/A:1026131715856

[20] Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education. 17, 783-805.
http://dx.doi.org/10.1016/S0742-051X(01)00036-1

[21] Williams M. & Burden R. L. (1997). Psychology for Language Teachers: a Social Constructivist Approach. Cambridge University Press, Cambridge.

[22] Xin Tao & Shen Juliang. (1999). On Teachers‘ Beliefs. Journal of Beijing Normal University. Vol. 1. 5-12.

[23] Yang Lianrui. (1995). English Pedagogy. Shan Dong: Shan Dong University Press.

[24] Zhou Guotao & Liu Xiaoming. (1997). Monograph of Educational Psychology. Beijing: China Audit Press.


Full Text: PDF


Theory and Practice in Language Studies (TPLS, ISSN 1799-2591)

Copyright @ 2006-2012 by ACADEMY PUBLISHER – All rights reserved.