[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 20, Issue 2 (9-2017) ::
IJAL 2017, 20(2): 81-111 Back to browse issues page
Differences in Reading Beliefs/Practices of L2 Teachers: Undergraduate versus Graduate Degree Holders
Leila Jooybary , Shahab Moradkhani , Nourrodin Yousofi
Razi University, Kermanshah
Abstract:   (571 Views)
In their attempt to shed light on the factors contributing to the incongruity between L2 reading teachers’ beliefs and practices, most of the researchers have resorted to teachers’ personal perspectives. As a partial replication of the research carried out by Karimi and Dehghani (2016), the current study sought to broaden this restricted scope by examining the role of teacher education in shaping L2 reading teachers’ beliefs/practices. Data were collected from 84 L2 reading teachers through a survey and follow-up classroom observations. Overall, both undergraduate and graduate teachers had an equally heightened tendency toward competence-based theoretical orientation. However, both groups substantially utilized instructional moves conforming to text-based orientation. There were also significant frequency differences between undergraduate and graduate teachers in their recourse to competence-based pedagogical moves. It is concluded that while the inclusion of a finite number of theoretical coursework may sway L2 teachers to sanction competence-based theoretical orientation, a more clinical approach to teacher education should be embraced to promote the symbiotic belief-practice relationship among L2 reading teachers.
Keywords: Competence-based orientation, Text-based orientation, L2 teachers, Teacher education
Full-Text [PDF 511 kb]   (351 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/06/28 | Accepted: 2017/07/25 | Published: 2017/08/15
1. Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40, 282-295. [DOI:10.1016/j.system.2012.05.001]
2. Borg, S. (2011). Language teacher education. In J. Simpson (Eds.), The Routledge handbook of applied linguistics (pp. 215-228). New York: Routledge.
3. Borg, S., & Alshumaimeri, Y. (in press). Language learner autonomy in a tertiary context: Teachers' beliefs and practices. Language Teaching Research. doi: 10.1177/1362168817725759 [DOI:10.1177/1362168817725759]
4. Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language-teaching mind: mapping research on language teacher cognition. The Modern Language Journal, 99, 585-601. [DOI:10.1111/modl.12245]
5. Buss, L. (2016). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20, 619-637. [DOI:10.1177/1362168815574145]
6. Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, 24, 1057-1069. [DOI:10.1016/j.tate.2007.11.010]
7. Chen, Q., & Wright, C. (2017). Contextualizing and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21, 517-538. [DOI:10.1177/1362168816639985]
8. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300-314. [DOI:10.1177/0022487105285962]
9. Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. Hoboken, NJ: John Wiley.
10. Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Fransisco: Jossey-Bass.
11. Deford, D. (1985). Validating the construct of theoretical orientation in reading instruction. Reading Research Quarterly, 20, 351-367. [DOI:10.2307/748023]
12. Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47-65. [DOI:10.1080/0013188960380104]
13. Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19, 594-610. [DOI:10.1177/1362168814541722]
14. Freeman, D. (2002). The hidden side of the work: teacher knowledge and learning to teach. Language Teaching, 35, 1-13. [DOI:10.1017/S0261444801001720]
15. Freeman, D. (2016). Educating second language teachers: The same things done differently. Oxford: Oxford University Press.
16. Garden, E. C. (1996). How language teachers' beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29, 387-395. [DOI:10.1111/j.1944-9720.1996.tb01250.x]
17. Gholami, J., & Qurbanzada, I. (2016). Key stakeholders' attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18, 5-20. [DOI:10.1515/jtes-2016-0011]
18. Gitomer, D. H., & Zisk, R. S. (2015). Knowing what teachers know. Review of Research in Education, 39, 1-53. [DOI:10.3102/0091732X14557001]
19. Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21, 145-170. [DOI:10.1080/02702710050084464]
20. Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24, 83-108. [DOI:10.1080/10862969209547763]
21. Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40, 235-257. [DOI:10.2307/40264518]
22. Kamiya, N. (2016). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovations in Language Learning and Teaching, 10, 206-219. [DOI:10.1080/17501229.2014.939656]
23. Karimi, M. N., Abdullahi, K., & Haghighi, J. K. (2016). English as a foreign language teachers' self-efficacy as a determinant of correspondence between their professed orientations toward reading and their reading instructional practices. Innovation in Language Learning and Teaching, 10, 155-170. [DOI:10.1080/17501229.2014.920847]
24. Karimi, M. N., & Asadnia, F. (2015). EFL teachers' beliefs about oral corrective feedback and their feedback-providing practices across learners' proficiency levels. Journal of Teaching Language Skills, 7(2), 39-68.
25. Karimi, M. N., & Dehghani, A. (2016). EFL teachers' beliefs/practices correspondence in reading instruction: Does language teacher education make a difference. International Journal of Pedagogies and Learning, 11, 35-48. [DOI:10.1080/22040552.2016.1187648]
26. Karimi, M. N., & Nazari, M. (2017). The congruity/incongruity of EFL teachers' beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education, 42, 62-80. [DOI:10.14221/ajte.2017v42n2.5]
27. Kim, A. A. (2014). Examining how teachers' beliefs about communicative language teaching affect their instructional and assessment practices: A qualitative study of EFL university instructors in Colombia. RELC Journal, 45, 337-354. [DOI:10.1177/0033688214555396]
28. Kim, U., & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in Korea: The influenece of self-efficacy, parents, and culture. International Journal of Psychology, 41, 287-291. [DOI:10.1080/00207590544000068]
29. Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York: Routledge.
30. Lau, K. (2007). Chinese language teachers' orientations to reading instruction and their instructional practices. Journal of Research in Reading, 30, 414-428. [DOI:10.1111/j.1467-9817.2007.00352.x]
31. Li, L. (2013). The complexity of language teachers' beliefs and practices: One EFL teachers' theories. The Language Learning Journal, 41, 175-191. [DOI:10.1080/09571736.2013.790132]
32. Lü, C., & Lavadenz, M. (2014). Native Chinese speaking K-12 language teachers' beliefs and practices. Foreign Language Annals, 47, 630-652. [DOI:10.1111/flan.12111]
33. McDonough, J., & McDonough, S. (1997). Research methods for language teachers. London: Arnold.
34. McGee, L. (2017). Paragraphing beliefs, pedagogy, and practice: Omani TESOL teacher attempts to hold it all together. International Journal of Applied Linguistics, 27, 383-405. [DOI:10.1111/ijal.12136]
35. Sanchez, H. S., & Borg, S. (2014). Insights into L2 teachers' pedagogical knowledge: A cognitive perspective on their grammar explanation. System, 44, 45-53. [DOI:10.1016/j.system.2014.02.005]
36. Scales, R. Q., Wolsey, T. D., Lenski, S., Smetana, L., Yoder, K. K., Dobler, E., Grisham, D. A., & Young, J. R. (2018). Are we preparing or training teachers? Developing professional judgment in and beyond teacher preparation programs. Journal of Teacher Education, 69, 7-21. [DOI:10.1177/0022487117702584]
37. Schneider, J. (in press). Marching forward, marching in circles: A history of problems and dilemmas in teacher preparation. Journal of Teacher Education. doi: 10.1177/0022487117742904 [DOI:10.1177/0022487117742904]
38. Skott, J. (2015). The promises, problems, and prospects of research on teachers' beliefs. In H. Fives, & M. G. Gill (Eds.), International hanbook of research on teachers' beliefs (pp. 13-30). New York: Routledge.
39. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 657-680. [DOI:10.1016/j.tate.2006.05.003]
40. Woods, D., & Çakir, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39, 381-390. [DOI:10.1016/j.system.2011.07.010]
41. Zhang, L. J., & Rahimi, M. (2014). EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429-439. [DOI:10.1016/j.system.2014.01.012]
Add your comments about this article
Your username or Email:


XML     Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Jooybary L, Moradkhani S, Yousofi N. Differences in Reading Beliefs/Practices of L2 Teachers: Undergraduate versus Graduate Degree Holders . IJAL. 2017; 20 (2) :81-111
URL: http://ijal.khu.ac.ir/article-1-2824-en.html

Volume 20, Issue 2 (9-2017) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.15 seconds with 32 queries by YEKTAWEB 3855