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Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher

Research has shown that there is high congruity between pedagogical beliefs and classroom practices among expert teachers and how this demarcates them from their novice counterparts. However, this is not necessarily true for all experts and novices in the profession because their individual differ...

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Main Authors: Jerome, Collin, Samuel, Moses Stephens Gunams
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:http://journalarticle.ukm.my/12851/1/19404-65548-1-PB.pdf
http://journalarticle.ukm.my/12851/
http://ejournal.ukm.my/3l/issue/view/1059
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spelling my-ukm.journal.128512019-05-04T22:31:57Z http://journalarticle.ukm.my/12851/ Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher Jerome, Collin Samuel, Moses Stephens Gunams Research has shown that there is high congruity between pedagogical beliefs and classroom practices among expert teachers and how this demarcates them from their novice counterparts. However, this is not necessarily true for all experts and novices in the profession because their individual differences affect the degree of congruity and this has caused revisions in the ways which the expert-novice divide is understood. This paper examines belief-practice congruity and expert-novice differences through a case study of a novice Malaysian ESL teacher. The teacher’s beliefs about teaching and learning were obtained via a two-part questionnaire, while the classroom practices were analysed based on permitted recordings of her lessons. The findings reveal a convergence between the teacher’s classroom practices and her personal beliefs about teaching and learning, as well as the teacher’s role in the ESL classroom. The findings also reveal the teacher’s classroom practices, especially her use of error correction techniques, mirrored those of expert teachers. It was also found that the teacher’s own perceptions of student learning, her teaching experience and the realities of her classroom have shaped her beliefs and influenced her practices. The findings may not only provide useful insights into beliefpractice congruity as experienced by novice ESL teachers, but also imply the need for increased awareness of expert and novice teachers’ individual differences which have direct consequences on instruction and learning. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12851/1/19404-65548-1-PB.pdf Jerome, Collin and Samuel, Moses Stephens Gunams (2017) Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (4). pp. 1-14. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1059
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Research has shown that there is high congruity between pedagogical beliefs and classroom practices among expert teachers and how this demarcates them from their novice counterparts. However, this is not necessarily true for all experts and novices in the profession because their individual differences affect the degree of congruity and this has caused revisions in the ways which the expert-novice divide is understood. This paper examines belief-practice congruity and expert-novice differences through a case study of a novice Malaysian ESL teacher. The teacher’s beliefs about teaching and learning were obtained via a two-part questionnaire, while the classroom practices were analysed based on permitted recordings of her lessons. The findings reveal a convergence between the teacher’s classroom practices and her personal beliefs about teaching and learning, as well as the teacher’s role in the ESL classroom. The findings also reveal the teacher’s classroom practices, especially her use of error correction techniques, mirrored those of expert teachers. It was also found that the teacher’s own perceptions of student learning, her teaching experience and the realities of her classroom have shaped her beliefs and influenced her practices. The findings may not only provide useful insights into beliefpractice congruity as experienced by novice ESL teachers, but also imply the need for increased awareness of expert and novice teachers’ individual differences which have direct consequences on instruction and learning.
format Article
author Jerome, Collin
Samuel, Moses Stephens Gunams
spellingShingle Jerome, Collin
Samuel, Moses Stephens Gunams
Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher
author_facet Jerome, Collin
Samuel, Moses Stephens Gunams
author_sort Jerome, Collin
title Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher
title_short Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher
title_full Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher
title_fullStr Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher
title_full_unstemmed Not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a Malaysian ESL teacher
title_sort not quite what it seems: rethinking the way we view teachers’ beliefs and practices – a case study of a malaysian esl teacher
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2017
url http://journalarticle.ukm.my/12851/1/19404-65548-1-PB.pdf
http://journalarticle.ukm.my/12851/
http://ejournal.ukm.my/3l/issue/view/1059
_version_ 1643738906828472320
score 13.223943

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