The impact of theory and research on three ESL teachers’ beliefs and practices

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Show simple item record Mohamed, Naashia en 2018-10-08T19:40:51Z en 2014 en
dc.identifier.uri en
dc.description.abstract An increasing number of research studies report on improved and alternative approaches to the various practices of teaching. However, there often exists a gap between such research findings and any real transformations in pedagogical practices of teachers. This paper reports on a study that examined the impact of theory and research on the beliefs and practices of three English as a second language (ESL) teachers. The study aimed to evaluate possible factors that influence teachers’ resistance to change in pedagogies supported by educational research by taking form focused instruction (FFI) as a model approach for testing. Based on interview and observation data, the results indicate that teachers’ responses to the literature were framed by their existing beliefs about FFI. Teachers were seen to generally agree with theories and research findings that supported their own beliefs while rejecting the pedagogical usefulness of findings that differed from their own beliefs. The study suggests that to reduce the gap between research and pedagogy, it may be useful for professional development providers to use publications that report on current theory and research when working closely with practising teachers so as to make the findings more accessible and relevant to teachers’ own contexts and needs. en
dc.publisher Maldives National University en
dc.relation.ispartofseries Maldives National Journal of Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title The impact of theory and research on three ESL teachers’ beliefs and practices en
dc.type Journal Article en
pubs.issue 1 en
pubs.begin-page 48 en
pubs.volume 2 en
dc.rights.holder Copyright: The author en en
pubs.end-page 61 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 721222 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2018-01-18 en

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