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In Europe, the number of early bilingual/multilingual or CLIL (Content and Language Integrated Learning) programmes is increasing. They offer ideal circumstances for learners of various linguistic and cultural backgrounds, foreigners and native speakers alike. Awakening to languages, building positive attitudes toward other nations and developing openness, tolerance, and intercultural awareness can occur naturally in the early years when professional support and conditions are provided. Teachers working in bilingual or plurilingual educational contexts need a wide range of unique competencies. ELTE University, Faculty of Primary and Pre-school Education is one of the few institutions in Hungary providing early pre-service bilingual teacher training at a BA level since 2006. The article presents ELTE TÓK’s student teachers’ beliefs by investigating their metaphors of the effective CLIL practitioner, emphasising those with a linguistic and cultural dimension. Their metaphors prove that future teachers have adequate personal and professional competencies to support young learners’ plurilingual and multicultural development in the future., У статті розглядаються культурні та лінгвістичні виміри використання метафор у ході двомовної освіти. Автор наголошує, що пробудження інтересу до вивчення мов, формування позитивного ставлення до інших культур і розвиток толерантності, відкритості та міжкультурної свідомості може відбуватися природно в перші роки, якщо буде забезпечена необхідна підтримка та відповідні умови. Освітяни мають важливе значення для досягнення цих позитивних змін. Педагоги в рамках двомовної освіти можуть відігравати значну роль у цій роботі. Вони мають з’єднати, збалансувати та згармонізувати два різних світи на основі відмінностей. Учителі CLIL (Інтегроване навчання) повинні охоплювати рідну мову та додаткову мову, мову навчання, яка може бути другою, третьою, мовою меншини, регіональною чи іноземною; вони також зобов’язані інтегрувати цільову мову зі змістом академічних предметів, використовуючи обидві для підтримки одинодного. Зроблено теоретичний аналіз питання. Автор дослідив рівень відкритості до інших культур, до багатомовного та полікультурного навчання студентів і викладачів. Були наведені як приклади метафори, що несуть лінгвістично релевантні та мультикультурні повідомлення, що передбачають їхнє розуміння, сприяють вихованню поваги та толерантності до різноманітності. Було наголошено, що сила слова та мистецтва може стати потужним інструментом у процесі підвищення міжкультурної свідомості та створення миру й гармонії. Результати навчання і формування культурно релевантного, чуйного й відповідального ставлення до всесвіту можна оцінити шляхом аналізу внутрішніх уявлень учнів. У статті представлено аналіз метафор, занотованих у ході активного використання методології CLIL; акцентовано саме на тих із них, що мають мовний і культурний виміри.

This exploratory case study seeks to examine the role that specific factors exert on the evolution of beliefs in preservice English teachers during their final teaching practicum. Data were collected through reflections, interviews, focus groups, and observations. The findings revealed that three groups of factors affect belief evolution during the practicum: participant subjectivity, contextual circumstances, and university support community. Subjectivities encompassed preservice teachers’ fears, reactions to real-life teaching challenges, and enthusiasm to become teachers. Contextual circumstances incorporated classroom circumstances and cooperating teachers. The university support community concerned their peers and the university tutor. Implications discuss the relevance of curricular and reflective agendas that enrich the education of future teachers through beliefs exploration.

The research project is a mixed-method study on the implementation of active learning activities involving students' bodies and movement in mathematics teaching-learning practices. Although the role of the body and movement in mathematics learning and teaching strategies implicating active, experiential student engagement are central themes in mathematics education research, it is nevertheless complex to understand the extent to which these perspectives have penetrated school contexts, which are often rooted in transmissive teaching. The study involves Italian and Australian researchers in Mathematics education and Mathematics primary and secondary school teachers to investigate the reasons for this possible gap. Hindering and fostering factors were identified, highlighting differences due to cultural and contextual characteristics.

It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In this paper, we focus on disciplinary tutors’ beliefs of language and their roles with respect to language support to surface implicit and covert language policies. We argue that in the absence of explicit policy, showcasing the range of tutor perspectives and practice around language support can provide a way forward in explicating good practice and highlighting an approach in which all stakeholders take responsibility for supporting students’ academic speaking skills in an EMI context.

The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students’ multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students’ multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently, L1 teachers’ beliefs about multilingualism are central to understanding how and to what extent they implement a multilingual pedagogy. Whereas previous research in the Norwegian context has mainly explored foreign language teachers’ beliefs on multilingualism, this study investigated L1 Norwegian teachers’ beliefs on how the subject can be taught in an increasingly diverse language classroom. Ten upper secondary school teachers discussed these topics in focus groups. Most of the teachers had a language-as-problem orientation to their students’ multilingualism. In particular, they found it challenging to improve minority students’ Norwegian skills. Moreover, they rarely encouraged the use of minority students’ multilingualism as a resource in the classroom. They also reported little guidance from textbooks. The findings suggest a strong need for supporting L1 subject teachers in developing a multilingual mindset and for creating suitable teaching materials. publishedVersion

Resumen Existe abundante bibliografía en la que se abordan las creencias del profesorado de segunda lengua (L2) o lengua extranjera (LE). Sin embargo, son pocos los estudios sobre este tema que consideran al profesorado de L2/LE en formación. El objetivo de este estudio es conocer las creencias que tiene el futuro profesorado de inglés respecto a las competencias que debieran identificar al profesorado de inglés como lengua extranjera (ILE) en Chile. Tres dominios de competencia están en escrutinio: (1) competencia lingüística y cultura inglesas, (2) didáctica de la enseñanza del inglés y (3) actitud profesional. Se utilizó un cuestionario tipo Likert para recopilar datos de futuro personal docente de ILE (N=208) que cursa primer (N=129) y cuarto año (N=79) de cuatro universidades chilenas. Los resultados generales muestran que el domino de competencia que el futuro profesorado considera más importante es el de la actitud profesional, especialmente las personas participantes de cuarto año. Abstract There is abundant literature regarding second language (L2) or foreign language (FL) teachers’ beliefs. However, there exists very little literature on this matter that involves L2/FL teacher trainees. This study aims to find out Chilean EFL teacher trainees’ beliefs regarding the competences EFL teachers should have for their professional performance. Three competence domains are under scrutiny: (1) English linguistic competence and English culture, (2) English teaching didactics, and (3) professional attitude. A Likert scale questionnaire was used to collect data from 208 EFL teacher trainees of four Chilean universities. These trainees are in their first (N=129) and fourth year (N=79) of an EFL teacher training program. General results show that the most important competence domain for the participants is the professional stance, especially for fourth year students. Resumo Existe abundante literatura na qual as crenças dos professores de segunda língua (L2) ou de língua estrangeira (LE) são abordadas. No entanto, existem poucos estudos sobre esse assunto que consideram os professores de L2 / LE que estão em formação. O objetivo deste estudo é conhecer as crenças que os futuros professores de inglês têm em relação às competências que devem identificar professores de inglês como língua estrangeira (ILE) no Chile. Três domínios de competência estão sob escrutínio: (1) proficiência e cultura da língua inglesa, (2) didática do ensino de inglês e (3) atitude profissional. Um questionário Likert foi usado para coletar dados de futuros professores da ILE (N = 208) que estudam primeiro (N = 129) e quarto ano (N = 79) de quatro universidades chilenas. Os resultados gerais mostram que o domínio de competência que os futuros professores consideram mais importante é a atitude profissional, especialmente entre as pessoas participantes do quarto ano.

The current paper explores the relationship between technological knowledge, beliefs about technology use in education, beliefs about the limits of technology use with respect to children with disabilities, self-efficacy beliefs, and their effects on technology use or teacher practices in the special education setting regarding mathematics education. Research was conducted via an online questionnaire. A total of 83 teachers working in the field of special education answered the questionnaire. The answers were analyzed via quantitative and qualitative analyses. In addition, correlational analyses were conducted. A prediction model that included all the aforementioned variables was tested. Our regression analysis evidenced the strong predictive value of technology-related knowledge with respect to technology integration practices but not toward the other models that included beliefs. Through mediation analysis, we found that technology-related knowledge mediates the relationship between self-efficacy and technology integration practices. The qualitative findings provided information on the interplay between knowledge, practice, and beliefs that are contextualized; on the specificity of technology-related knowledge. Implications are discussed with reference to factors important for the professional development of teachers with regard to technology integration.

Summary This article reports findings from an investigation into migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and the relationship between their linguistic trajectories as students and how they perceive themselves as future teachers. We analize the beliefs of around seventy pre-service teachers taking part in a university course, collected through an individual reflection tool based on a SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) and a group discussion in which students had to discuss their ideas and create a collective document. In this article we focus on the discourse of four pre-service teachers, two of whom had migration backgrounds and two of whom who did not. Findings suggest that pre-service teachers’ life and learning experiences contribute to different emotions and feeling about language and teaching in a multilingual setting. They also influence the perception the pre-service teachers have of themselves as future teachers. Pre-service teachers regard the preparation received at the university negatively and express insecurities. Findings illustrate that migrant origin pre-service teachers feel more prepared in the sense they believe that their migration experience can help to understand newcoming students and be empathic with them.

Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. As regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations.

Recent studies have revealed that English has become a global language that is commonly used, particularly in the education sector, for various purposes. In the education sector, teachers serve as the most important role model in improving learners’ English language competency. Evidently, at the age of 4 to 6 years old, preschoolers are proven to be able to learn a second language sufficiently hence it is critical for pre-school teachers to be able to teach English to the children at this stage precisely. English, however, is not set to become one of the major requirements for pre-school teachers, especially in Pahang, Malaysia. Due to this, the beliefs of the pre-school teachers initiate a critical indicator in deciding if, given the circumstances, pre-school children can receive adequate English inputs and exposure at their age. The aim of this study is to identify the beliefs of pre-school teachers in their ability of teaching English to preschoolers in Pahang, Malaysia. In the study, 60 pre-school teachers in Pahang were given a set of questionnaires consisting of 14 items and all 60 were returned. In the pilot study, the questionnaire showed a 0.9 Cronbach alpha value indicating a high reliability point. The findings of this study suggest a much more positive view of teachers’ beliefs in pre-school English teachings. This can become a stimulus for the growth of English proficiency among Malaysian children and consequently improve the standard of English in Malaysia in the future.

In recent years, mobile phones have been used for teacher professional development (TPD). However, the potential use of smartphones, a current-generation of mobile phones, to develop teachers’ pedagogical, social, personal, and professional competences remains underexplored. This mixed methods study, examining the potential use of smartphones for TPD by delving into English teachers’ beliefs, employed a sequential explanatory approach. A quantitative survey was completed by 81 participants, followed by qualitative interviews with 8 selected participants. All the respondents were English teachers in elementary, junior, and senior high schools in 11 provinces in Indonesia. The survey was tested for validity and reliability, and analysed using the descriptive statistics method, while the semi-structured interview was analysed using the content analysis method. Almost all teachers had very favourable and favourable beliefs about the use of smartphones for TPD, perceiving that a smartphone could facilitate the enhancement of their pedagogical knowledge, communication skills, positive characters and English proficiency. Very few teachers had unfavourable beliefs, but among those who did, they believed traditional face-to-face TPD was more beneficial and that smartphones would only lead to addiction. This study recommends that smartphones be optimally applied by English teachers for TPD activities and that governments facilitate such implementation by constructing smartphone TPD models and applications.

Different pedagogies employed in English language teaching (ELT) show varying degrees of use of first language (L1) and second language (L2). The choice is between teaching L2 through L2, teaching L2 through L1, or teaching using a mix of the two. Communicative language teaching (CLT) is a second language teaching approach that aims to create opportunities for the productive use of L2 in the classroom. CLT has been officially implemented in the Saudi Arabian context since 2004, where the use of L2 in the classroom is now encouraged. However, it is important to consider how well teachers’ beliefs align with the specified use of L2 or L1 in the classroom. Importantly, this alignment is not generally taken into account, and so there is potential for resistance to this official pedagogy among teachers. This paper aims to explore the impact of Saudi teachers’ reported beliefs on the use of L2 in CLT in observed practice. The methodology this paper employs is a systematic review of the related studies from 2014 to 2019 that examine teachers’ beliefs and their alignment with their actual practice in the Saudi Arabian education setting. The results of this review of the studies show that SA teachers believe Arabic is still useful in the typical Saudi Arabian classroom where CLT has been officially adopted.

An efficient approach to fostering students’ scientific inquiry (SI) competencies (e.g., planning investigations) is to combine student engagement in inquiry activities with explicit instruction that addresses corresponding concepts (e.g., the control-of-variables strategy). Despite its effectiveness, explicit instruction on SI-related concepts seems to be rarely employed in science classrooms. As a vital component of professional competence, teachers’ beliefs are a potential cause for the rare use of explicit instruction. The aim of this study is to investigate the relationship between teachers’ beliefs about the usefulness of explicit instruction as well as their own abilities and teacher performance. In a mixed method approach, the beliefs of N = 16 teachers were captured with a questionnaire, while their teaching practice was approximated through a combination of a lesson planning task and a semi-structured interview. Analyses of response patterns, a qualitative content analysis of the planned lessons, and correlation analyses were used to investigate the relationship between beliefs and performance. The findings suggest that beliefs about the usefulness of explicit instruction for fostering SI competencies may be a necessary but not a sufficient condition for its implementation. Furthermore, the results suggest the importance of assessing and investigating teachers’ beliefs on a goal-specific level.

The leading implementers of the curriculum and educational system are teachers, so the success and failure of the educational system depend mainly on its teachers. If teachers have an established professional identity, it leads to the success of the educational system. Professional identity, like other aspects of the teaching and learning process, is influenced by various factors. Investigating this concept requires identifying the factors affecting it. One of the most important factors that influence teachers' professional identity is teachers' emotions. Teachers' emotions also can have a significant impact on teachers' performance. After searching the databases, this review article examines the role of teachers' emotions and their professional identities in English as a foreign language (EFL) or English as a second language (ESL) classrooms. This review paper unpacks that factors such as teachers' pedagogical beliefs, their positive and negative emotional experiences, their environmental and cultural factors, and their perceptions and expectations of these conditions could affect their emotions as well as their professional identity. Teachers' identity is shaped through ongoing negotiation and interaction that encompasses their personal and professional lives. Taking these factors into account in teacher training courses might notify teachers of the challenges that they might have in their classrooms and provide them with practical solutions.

The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self-efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' knowledge, beliefs, and instructional practices were mediated by the Chinese EFL contextual factors. Educational and practical implications are discussed.

Although communicative approach has been adopted by many textbooks and curricula all over the world, research findings indicate that communicative language teaching (CLT) tenets in classrooms are scarce, with most teachers declaring dedication to the communicative approach but applying more traditional structural approaches in their real practice. The literature suggests that one of the reasons of the inconsistency between theory and classroom practice may be due to neglecting teachers' beliefs. In an effort to recognize teachers' beliefs towards the communicative approach within the English as a Foreign Language context of Iran, a Likert-type scale was developed and validated. The present study concentrates on the development and use of the questionnaire on a sample of 154 Iranian English language teachers whose classroom practices were also observed and evaluated for further investigations. Based on collected data, it was revealed that the majority of teachers had high levels of perception about CLT tenets. However, the study conversely showed that there is a clear mismatch between their beliefs and practical application of CLT.

The main aim of this research is to longitudinally examine the shift in teaching students’ professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers’ professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers’ professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil’s role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation. Glavni cilj longitudinalne raziskave je preučevanje spremembe v stroko-vnih pogledih študentov razrednega pouka glede vloge učitelj – učenec med njihovim študijem. Izhodiščna predpostavka je bila, da je poklicni razvoj učiteljev v veliki meri odvisen od njihovega dojemanja različnih vidikov njihove poklicne vloge. Pogledi na vlogo učitelj – učenec so gradniki poklicne identitete učiteljev, ki močno vplivajo na način poučevanja in komuniciranja z učenci. V raziskavi je sodelovalo 62 študentov razrednega pouka s treh pedagoških fakultet, ki so bili usposobljeni za poučevanje v nižjih razredih osnovne šole. Raziskava je potekala v dveh delih – na začetku in ob koncu petletnega študijskega programa. Njihove poglede smo preučili s tehniko metafore, ki izhaja iz kognitivne teorije metafore. Izsledki kažejo, da vpetost učiteljev v študijski program ni bistveno spremenila njihovih pogledov; ti so ostali nespremenjeni tudi po nastopu službe, zlasti za to, kar zadeva dojemanje učenčeve vloge. Ta ugotovitev je bila obravnavana z vidika mogočih posledic za pripravo učnega načrta za izobraževanje učiteljev in njegovo izvajanje.

This article investigates teachers’ beliefs – addressed here as worldviews – in the context of educational change. The intention is to develop a dynamic approach according to which worldviews are professional resources of meanings and personal constructs. We questioned what constitutes their ‘mental realm’ and how they, referring to subjective realities of a person’s world construction, can be conceived as collective and professionally shared. The topic was tackled theoretically in the frame of a cultural-historical approach to mind in which we drew upon insights of the integrative concept of meaningful activity. Worldviews were addressed in a school-based development of a secondary school in Austria when the teachers were updating their school’s profile. A special interview method (Ultimate Meanings Technique, UMT; Leontiev, 2007) was used to assist teachers and mediate their discussions on worldviews. In the findings, we propose methodological ideas for addressing ‘the mental’ and approaching worldviews as a type of tertiary artefacts, discuss the role of the UMT interviews in the school-based development and draw attention to a historical tension inside professional vision. The article underlines the importance of worldviews for creating historically responsive space of core meanings and for strengthening professional power of educators’ taking agency for change.

English-medium instruction (EMI) has been growing rapidly in higher education institutions worldwide as one of the chief language policy initiatives related to internationalisation. Acknowledging the centrality of teachers in EMI implementation and their role as micro-level actors in language policy and planning, this paper sets out to identify, compare and discuss expatriate and home teachers’ beliefs concerning the benefits and challenges of EMI. To address these aims, an exploratory qualitative study was conducted at a Portuguese higher education institution. Data was collected through a structured questionnaire, which included closed and open-ended questions and submitted to statistical and content analysis. Results suggest that expatriate and home teachers have similar beliefs concerning the challenges of EMI. Still, regarding benefits, expatriate teachers seem to have a more ‘educationalist’ perspective of EMI, whereas home teachers seem to focus on its economic benefits. Implications of these findings for institutional language policy and planning are discussed. published

This study analysed questionnaire responses from 309 history teachers who come from nine European countries and Israel. The open-ended questions explored their experiences of teaching Sensitive historical Issues (SI) from joint social psychological and history didactics perspectives. First data was analysed hermeneutically, it was then interpreted using a heuristic framework to analyse these teachers’ beliefs about SI. Three themes of shared patterns were identified in teachers’ answers: the choice of teaching SIs, pupils’ emotional reactions, and teaching strategies. Focusing on the in-depth analyses of comments about teaching strategies, 29 representative quotes were identified illustrating the teachers’ decisions to teach SIs, teachers’ pupil orientation reflecting pupils’ emotional reactions, and teachers’ orientations towards pupils` learning.

This article examines teachers' beliefs about the aims of citizenship education in 12 countries from Europe and Asia. A latent class analysis of the International Civic and Citizenship Education Study of 2009 identified three distinct profiles of teachers' beliefs about the goals of citizenship education. These profiles are associated with teachers' characteristics and with national indicators of democratic development. Profiles can be more useful than single beliefs in understanding how teaching contributes to students' civic development. Teachers across countries thought it far more important to foster students' participation in the school or local community than to foster future political participation.

Research has already shown that designing instruction that simultaneously develops students’ content and language competences is fundamental especially, but not only, when students are educated in a second, foreign or additional language. Unfortunately, content teachers working in different types of bilingual education programmes hold varying beliefs about the role of language for and in learning and often struggle to successfully integrate language and content objectives. This is particularly the case of content teachers working in the Italian network of educational institutions in the world who struggle to support students to learn content through Italian as the language of instruction, but also tend to fail to recognize the importance of validating their linguistic and cultural background. In this context, the dearth of training is accompanied by a dearth of research on the effects of professional development courses.This paper aims to fill this gap by reporting on the effectiveness of a short online teacher professional development (OTPD) course aimed at supporting both primary and secondary subject teachers working in Italian international schools abroad to integrate content and language learning from a plurilingual and pluricultural perspective. Specifically, it explores teachers’ perceptions in relation to the design and implementation features of the course and to its effects on their beliefs, teaching practice, and professional identity.

The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.

Research has revealed that teachers’ thinking processes highly influence their instructional and evaluative behaviors. Understanding teachers’ beliefs and theoretical orientations about reading are more than necessary to rethink reading instruction and assessment. The present paper reviews a case study conducted at the Department of English, Tlemcen University, Algeria. The study looked at teachers’ beliefs and theoretical orientations regarding reading assessment and its effect on EFL learners’ comprehension ability. It examines the correspondence between reading teachers’ theoretical orientations and classroom reading assessment. This study included 20 teachers and 120 students. Data collection procedures included questionnaires and classroom observations. Data analysis exposed the congruence between teachers’ beliefs about reading and classroom reading assessment. Moreover, standardized classroom reading assessment negatively impacted learners’ comprehension ability and reading motivation. The discussions underscored the importance of alternative reading assessment methods such as portfolios, which represent genuine and effective language learning strategies according to modern research.

Reg. No. MK ČR E 24275 Teachers at music schools in Germany are confronted with very complex demands in their profession, ranging from artistic experience in various genres to pedagogical skills in the context of both broad-based and top-level promotion, as well as different age groups. It is not uncommon for certain tensions to arise when teachers try to meet all these requirements at the same time. Under such conditions, how do they define quality of instrumental and vocal tuition? As this is a matter of a still relatively young field of empirical research in Germany, such a basic and relevant research question has not yet been addressed. It is explored in my doctoral research project 2, which is an empirical study based on interviews with teachers at music schools in Germany3. The concept of teachers’ beliefs forms the theoretical framework and the data collected is analysed using Grounded Theory methodology. On the way towards developing a theory, it becomes apparent that educational quality from the teachers’ point of view is much more difficult to identify than expected. Therefore, it seems necessary to broaden the research question. This paper illustrates the processuality of my research with a focus on the methodological approach.

Globalization has driven the popularity of teaching English as a lingua franca. In Kuwait, expanding the teaching and learning of English to include public kindergarten schools would be an innovative practice, which would bring great expected learning outcomes. First, it would help children achieve more native-like pronunciation. Second, it would consolidate the notion that English is the language of study at later stages of education. To achieve these high expectations, it is important to explore the beliefs of Kuwaiti kindergarten teachers about teaching English. For the purpose of the study, 90 female Kuwaiti teachers whose first language is Arabic were randomly selected from three educational districts to respond to a 5-point Likert scale questionnaire. SPSS was used to calculate percentages, means and standard deviations. ANOVA and t-test were applied to identify significant differences with reference to the study variables (affiliation, experience, and educational district). The results indicated that kindergarten teachers believed strongly in the importance of teaching English to children at kindergarten stage. They reaffirmed the importance of children learning English as a global language as a means to empowerment and improved international communication. However, teachers were concerned that learning a foreign language at a young age may have a negative impact on their mother-tongue Arabic, especially their writing skills. The results identified significant differences with reference to participant affiliation and years of experience. Finally, the study concluded with some recommendations.

The study proposes a different look at the insertion of digital technologies in the educational field, moving away from the technical perspective and approaching the perception of cultural artifacts immersed in the habits, customs and beliefs of teachers. Pedagogical beliefs work as filters of teachers' thoughts and actions, so this investigation aims to analyze the perception of self-efficacy beliefs that teachers have to teach using digital technologies. The qualitative research was carried out in 8 municipal schools in Rio de Janeiro, interviewing 64 teachers, during the period 2014-2019. The results showed that most teachers (63) used technologies in a personal scope, but when checking the school environment, this group decreased to 47. And only 17 of these managed to modify their pedagogical practices using ICT. It is concluded that the teaching computational self- efficacy does not represent a continuous trust, as it is influenced by several elements and is in constant transformation.

Este artículo presenta los resultados de una investigación que pertenece al grupo de estudios sobre el conocimiento del profesorado. Tiene como objetivos explorar las concepciones de planificación del profesorado y del personal gestor de la formación profesional para el empleo y analizar similitudes y divergencias entre las mismas, puesto que ambos son agentes que participan en los procesos de planificación en esta formación. La metodología es de orientación cuantitativa basada en un método descriptivo. Se han analizado las concepciones de planificación a través de un cuestionario adaptado de Marrero (1988) y validado por personas expertas. Los resultados obtenidos muestran que no hay apenas diferencias entre las concepciones asumidas por el profesorado y las identificadas por el personal gestor. Las conclusiones apuntan los aspectos siguientes: los objetivos y el alumnado son la referencia en la planificación de la enseñanza de la formación profesional para el empleo, por encima de la experiencia o los contenidos; los cuatro aspectos deben incorporarse a la formación del profesorado como elementos de reflexión y aprendizaje básicos en el desarrollo profesional docente, y será necesario compaginar la docencia con la actividad profesional (OCDE, 2011; Barrientos y Navío, 2015) para favorecer la finalidad de esta política activa de empleo. Aquest article presenta els resultats d'una investigació que pertany al grup d'estudis al voltant del coneixement del professorat. Té com a objectius explorar les concepcions de planificació del professorat i del personal gestor de la formació professional per a l'ocupació i analitzar les similituds i les divergències que hi ha entre elles, atès que tots dos són agents que participen en els processos de planificació en aquesta formació. La metodologia és d'orientació quantitativa basada en un mètode descriptiu. S'hi han analitzat les concepcions de planificació a través d'un qüestionari adaptat de Marrero (1988) i validat per persones expertes. Els resultats obtinguts mostren que amb prou feines hi ha diferències entre les concepcions assumides pel professorat i les identificades pel personal gestor. Les conclusions apunten els aspectes següents: els objectius i l'alumnat són la referència en la planificació de la formació professional per a l'ocupació, per damunt de l'experiència o dels continguts; els quatre aspectes han d'incorporar-se a la formació del professorat com a elements de reflexió i aprenentatge bàsics en el desenvolupament professional docent, i caldrà compaginar la docència amb l'activitat professional (OCDE, 2011; Barrientos i Navío, 2015) per afavorir la finalitat d'aquesta política activa d'ocupació. This article presents the results of a research study carried out in the field of teacher knowledge. The objectives are to explore vocational education teachers and managers' conceptions of planning and to analyze the similarities and differences between them. To this end, a descriptive quantitative research method was used. Planning concepts were analyzed by means of a questionnaire adapted from Marrero (1988) and validated by experts. The results show that there are few differences between the conceptions of the teachers and those of the education managers. It is concluded that goals and students are the point of reference for planning vocational training rather than experience or content and that these four aspects must be incorporated into teacher training as basic elements of reflection and learning in the professional development of teachers. Moreover, it is necessary to combine teaching with professional practice (OECD, 2011; Barrientos and Navío, 2015) in order to fulfill the purpose of this active employment policy.

This study explores how 33 student teachers’ reflections during 106 ‘bumpy moments’ while in an international student teaching internship reveal their professional beliefs, and how the moments make the student teachers reflect upon their subjective educational theories. Student teachers described four themes of professional beliefs: (1) pedagogical content knowledge, (2) school context, (3) organisational skills and (4) self-reflection. Their reflections highlighted aspects of their subjective educational theories when they perceived they lacked an appropriate practical teaching strategy or they had pedagogical interactions with pupils or supervisors. The student teachers’ reflections on pedagogical interactions in a cross-cultural context made them aware of moral dimensions in teaching and their own position during normative (inter)actions. The findings of this study indicate that teacher educators should focus on everyday teaching details that occur during bumpy moments in a student’s teaching practice to explicate larger concepts such as the student teachers’ beliefs.

This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

This study investigated the impact that the experience of living and teaching in the UK had on the belief development of three native Chinese language teachers. The study used a multifaceted approach to analyse the teachers as social beings and their belief development beyond the confines of the classroom. The analysis is based on data derived from an innovative methodological tool, a metaphorical drawing task, combined with narrative inquiry and interviews to elicit implicit beliefs. The findings show that the teachers’ various social roles as parents, members of clubs, participants in professional communities and observers of the broader social-political system in the UK, as well as the classroom environment, all contributed to changes in their beliefs about the nature of knowledge and learning. Implications for classroom practice and teacher development are discussed.

Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.

This exploratory mixed-methods study set out to explore Maltese primary school teachers’ perceived barriers to, and enablers for, the integration of children’s literature in mathematics teaching. Data were collected by means of an online questionnaire and semi-structured interviews, and analysed thematically using Ajzen’s Theory of Planned Behaviour. The responses given by the participants showed that integration of mathematics and stories was not a common practice. The perceived barriers were categorised as Resource Constraint, Time Constraint, Lack of Pedagogical Knowledge and Confidence, Doubts about Outcome Expectancy, and Inhibiting Social Norms while the three perceived enablers identified were Pedagogical Benefits, Love of Stories, and Enabling Social Norms. Given that the majority of the participating teachers acknowledged the potential benefits of the approach and expressed a wish for training, one key recommendation of the study is for teaching mathematics through stories to be explicitly included in pre-service and in-service professional development programmes., peer-reviewed

Inspired from sociocultural theory, the present research is an interpretive and qualitative study of teachers’ beliefs development through participation in scaffolded dialogues in order to raise their awareness of technology-enhanced language instruction longitudinally. In doing so, 20 teachers, whose informed consent was obtained, were invited to take part in interview sessions three times and join in the sessions of scaffolded dialogues for six months. Classroom observations were also randomly done in order to investigate the relationship between teachers’ theoretical knowledge of technology with their practical understanding of using mobile apps and computer software in the classroom. In addition, the participant teachers’ classroom transcripts were subjected to qualitative investigation through conversation analysis to confirm the findings gathered from observations. Results revealed teachers’ gradual development of their beliefs regarding their “little-to-no awareness of technology” to “relative awareness of technology” and finally toward “raised awareness of technology”. Data gathered from classroom observations highlighted the strong alignment between teachers’ beliefs and actions in using technological devices to create more interaction resulting in the students’ increased self-confidence to take part in doing online tasks. Conversation analysis of teacher-learner interactions verified the findings of classroom observations by concluding that, to a very large extent, teachers’ raised awareness of technology-enhanced instruction was evidenced in the participant teachers’ practice teaching in which they could successfully and consciously apply technological devices in the classroom. As to the implication side, the present study calls for teacher education to familiarize teachers with the most recent theoretical and practical aspects of technology-enhanced instruction by encouraging them to benefit from scaffolded dialogues and share their practice teaching experience for the purpose of quality teaching and learning through technology-mediated classroom.

This study explores teachers’ beliefs about multilingualism and multilingual students in Swedish primary schools. The aim is to support a better-informed discussion about teachers’ decision- making in linguistically diverse classrooms in the European nation- state. The use of Q method combines qualitative and quantitative data analyses. Q material applied in the present study provided the participants with all the necessary language to describe their beliefs. Two Q sets of statements – one regarding the understanding of the phenomenon and the other concerning suggested pedagogical responses in relation to current multilingualism – were constructed using a variety of sources. The participants are forty teachers, predominantly female, employed at three different primary schools in southern Sweden. Applying inverted factor analysis and abductive interpretation, three sets of teachers’ beliefs emerged and descriptions represent the teachers’ complex views about multilingualism in the classroom. Overall, teachers’ beliefs are rather welcoming towards multilingualism and multilingual students and recent concepts with growing acceptance in literature, such as translanguaging, are well accepted. However, sceptical views, often based on monolingual ideologies are present and are likely to pose challenges for the implementation of pluralistic policies. This study contributes to an open debate about benefits and challenges of current multilingualism in education.

The aim of this research was to discover the relationship between teachers’ and students’ beliefs in mathematics. The sample consisted of two mathematics teachers, twenty eight students from 10th grade natural science 6 (X IPA 6) and twenty eight students from 10th grade natural science 10 (X IPA10) at state senior high school 5 Semarang. The data were collected from questionnaires and guided interviews on beliefs about mathematics. The research results showed that both of the mathematics teachers had platonist beliefs. It was found specifically that 4.76% of students in class X IPA 6 consistently had instrumentalist beliefs, 85.71% were consistent with their platonist beliefs, and 9.52% consistently had problem solving beliefs; while in class X IPA 10, 4.76% consistently showed instrumentalist beliefs, 80.95% were consistent with their platonist beliefs, and 14.29% consistently had problem solving beliefs. This indicates that there is a relationship between teachers’ and students’ beliefs, namely the tendency towards platonist beliefs; and also that the teacher’s beliefs influence the student’s beliefs.

While there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of English was carried out in order to investigate teachers’ beliefs about teaching methodology, the use of group work and the use of the mother tongue. It was found that all the teachers believe in following a communicative approach which focuses mainly on speaking and listening and in which the explicit teaching of grammar plays a minor role. Most of the teachers also claimed to use only the target language in class and to make frequent use of group and pair work. One of the aspects which seems to have influenced these teachers’ attitudes is their own negative experience as language learners in traditional, grammar-based classrooms., Aunque se considera a menudo que el inglés debería enseñarse a partir de edades tempranas para mejorar los resultados, se sabe poco sobre las prácticas y actitudes de los profesores de inglés de primaria en España. Por eso, se elaboró un estudio cualitativo basado en entrevistas con 22 profesores de inglés de primaria con el fin de investigar las creencias de estos profesores sobre la metodología, el uso del trabajo en grupo y el uso de la primera lengua. Se observó que todos los profesores creen en el uso de un método comunicativo enfocado en las habilidades orales y de escucha, en lo cual la enseñanza explícita de la gramática es de menor importancia. La mayoría de los profesores también dicen que usan solo la lengua meta en clase y que hacen un uso frecuente del trabajo en grupos. Uno de los aspectos que parece haber influido en las actitudes de estos profesores es su propia experiencia negativa como alumnos en las aulas tradicionales, enfocadas en la gramática.

Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are traditional ones such as teacher-monitored, collective class discussion, transmission and individual work. The use of these last two is particularly associated with teacher beliefs that learning derives from teacher-delivered knowledge. In general, this research found that teachers do not perceive cooperative learning as very easy to implement; over 40% introduce it occasionally and only 33% use it routinely. Teachers reported that they are particularly ill at ease with embedding cooperative learning in the curriculum, finding the time required for cooperative learning and evaluating pupils when using cooperative learning. Results underline that, in addition to teachers'learner-orientation beliefs predicting the use of cooperative learning,the more teachers report difficulties in embedding cooperative learning into the curriculum and finding time for it, the less they say they actually implement it. Contributions to teacher education programmes are discussed in the light of these findings.

Bu araştırmanın amacı ilkokul öğretmenlerinin öğretimle ile ilgili inanç ve kavramsallaştırmalarını araştırmak, öğrenci merkezli anlayışları ile ilgili varsa yanlış kavramsallaştırmalarını, ürettikleri öğretmen metaforlarına dayanarak ortaya çıkarmaktır. Araştırmaya 151 deneyimli ilkokul öğretmeni katılmıştır. Katılımcılar 81 farklı metaphor üretmişlerdir. Araştırma sonucunda aynı metaforların farklı katılımcılar tarafından farklı eğitim anlayışları için kullanılabildiği gözlenmiştir. Ayrıca araştırmanın sonucu göstermektedir ki katılımcıların çoğunluğu (57, 6 %) ürettikleri metaforların öğrenci merkezli olduğunu düşünmelerine rağmen, üretilen metaforların büyük bir bölümü (78.8%) öğretmen merkezli eğitim anlayışını yansıtmaktadır. İçerik analiz sonuçlarına göre katılımcıların bazılarının öğrenci merkezli anlayışa yönelik net bir kavramlaştırmaya sahip olmadıkları görülmüştür. Ayrıca, özellikle öğrenci merkezli anlayışla özdeşleşen, rehber, aktif öğrenme, öğrenci ihtiyaçları, farklılıkları ve ilgileri gibi, bazı temel kavramlarla ilgili yanlış kavramsallaştırmaların olduğu gözlenmiştir. Araştırma sonucunda ilgili tartışma ve öneriler sunulmuştur., The purpose of this study is to investigate experienced elementary teachers’ beliefs and conceptions about teaching and to explore their ill structured beliefs and misconceptions in the context of studentcentered education perspective. 151 experienced elementary teachers in Turkey participated in the study. The participants produced 81 metaphors from parents up to multi charger for the concept of a teacher. The results of the study showed that some of the same metaphors were used for different perspectives by different participants. In addition, majority of the participant (57,6 %) believed that their metaphors represented student-centered perspective. On the other hand, the results of descriptive analysis showed that of the 151 elementary teachers, 119 (78.8%) had teacher-centered beliefs, 8 (5.3%) had studentcentered beliefs while 24 (15.9%) elementary teachers had mixed beliefs.. The result of the content analyses indicated that some of the elementary teachers did not have any clear conceptions about student-centered teaching. These teachers described their metaphors as student-centered or mixed perspectives in terms of codependent relationships between students and teacher, instead of psychological and philosophical foundations of education. In addition, it was observed that the most popular misconceptions and ill structured beliefs were related to “guide”, “active learning” and “students’ need, interest and differences”. Discussions of the findings and recommendations for further research are presented.

This study focused on elementary teachers’ perceptions of smart learning issues to suggest a better future teachers’ training program to support student’s smart learning in classrooms. Rapidly developing technology changes every aspect of our life. In order for twenty-first century learners to prepare for this technologically ever advancing world, teachers also should make any necessary adaptations to the changes. The use of smart devices and social networking systems is becoming more common in classrooms throughout the country. Thus, it is necessary for public schools to make appropriate changes in aspects of their technology infrastructures and instructional methods and resources for smart learning. To this end, teacher competencies are regarded as a critical factor in the successful implementation of smart learning. Smart learning is not just learning with smart devices but the learning that smart technology can afford. Prior studies have indicated that teachers’ positive perceptions and knowledge of technology are associated with the successful implementation of computer-based learning. Building upon the previous research, this study investigated to what extent teachers’ educational beliefs as well as teachers’ positive perception, and knowledge of technology are associated with teachers’ perception on smart learning. For this study, a total of 438 elementary teachers in South Korea participated in the survey on smart learning related questions including teachers’ educational beliefs, technology support system in their schools, teachers’ efficacy of technology-based teaching & learning, teachers’ perspective on computer-based learning and perspective on smart learning. First, the result showed that the correlations between the all measured variables were statistically significant. Then, a path analysis model of teachers’ perception on smart learning was constructed, and its statistical validity was confirmed. The path model revealed that teachers’ educational beliefs directly influence teachers’ ICT-related knowledge and usage in the classroom. In addition, teacher’s education beliefs also directly influence teachers’ perception on computer-based learning and smart learning. This indicates that the smart learning shares student-centered learning beliefs. Moreover, teacher’s perception on smart learning is influenced by their perception on computer-based learning, and this was in turn affected by the degree of teachers’ knowledge and usage of technology. In other words, teachers who have more students-centered learning beliefs and a higher level of ICT-related knowledge and usage seemed to have a more positive view on smart learning. Also, the more technology support system school provided, the more positive perspective the teachers have on smart learning. The results of this study have implications for both pre-service and in-service teacher professional development. The teachers who are responsible for the twenty-first century learners should be equipped with practical competencies of advancing technology in the classroom and firm beliefs regarding student-centered learning in technology-rich environments.

[EUS] GRAL honen helburu nagusia irakaslegoak hezkuntza emozionalarekiko dituen sinesmenak, hau da, adierazten duen jarrera, eta ezagutzak aztertzea da. Horretarako, irakasle-talde batek irakaslegoak hezkuntza emozionalari buruz dituen sinesmenak ezagutzeko galdetegi baterantzun du, non hezkuntza emozionalaren programazioaren aurrean, irakaslegoaren erosotasunari, konpromezuari eta ikastetxeetako zuzendaritzak adierazten duen jarreraren inguruan galderak planteatzen diren. Aldi berean, galdetegi horretan hezkuntza emozionala zer den ere definitudute. Emaitzetan ikusten denaren arabera, irakaslegoak sinesmen handiak ditu gai honekiko. Hala ere, bakarrik % 6’18a izan da gai kontzeptu honen inguruko definizio sakona emateko. [ES] El objetivo principal de este Trabajo de Fin de Grado (TFG) es analizar las creencias, es decir, la actitud, así como el conocimiento del profesorado respecto a la educación emocional. Para ello, un grupo de docentes ha completado un cuestionario en donde se evalúan dichas creencias, planteándose cuestiones en relación a la comodidad y compromiso del profesorado y la actitud de la dirección del centro ante la programación relacionada con la educación emocional. Al mismo tiempo, por medio de este cuestionario, los docentes han definido lo que ellos consideran que es la educación emocional. Conforme a lo que se ve en los resultados, el profesorado muestra unas creencias altas respecto a este tema. No obstante, sólo un 6’18% ha sido capaz de dar una definición en profundidad sobre dicho concepto. [EN] The main purpose of this End of Degree Project is to analyze teachers’ beliefs, that is to say, their attitude, as well as their knowledge regarding emotional education. In order to do so, a group of teachers has completed a questionnaire in which widely-held beliefs about emotional education are evaluated, raising questions regarding the comfort and commitment of the teachers and the support of the schools management towards the programming related to this topic. In addition, through this questionnaire, the teachers that have completed this dissertation have defined what they consider to be emotional education. According to the results, the teaching staff shows high beliefs regarding this issue. Nevertheless, only a 6’18% is able to give an in-depth definition of this concept.

Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher’s job satisfaction. Implications and directions for future research are suggested., SUBMITTED: MARCH 2019, REVISION SUBMITTED: AUGUST 2019, ACCEPTED: SEPTEMBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 24 OCTOBER 2019. JEL Classification: I20

Teaching writing well poses several challenges in today’s diverse classrooms. Despite a growing research base on teaching writing, outcomes for students with disabilities in secondary schools continue to be disappointing. Research in the naturalistic tradition that would help educators understand the knowledge and beliefs that influence teachers’ practice, however, is scarce. Specifically, researchers know little about how exemplary general education teachers, who often have little to no training in special education, think about writing instruction for students with disabilities. To investigate teachers’ understandings and practices for supporting students with disabilities, interviews, observations, and artifacts were analyzed using qualitative methods. Exemplary teachers’ understandings of writing instruction for students with disabilities who are included in 9th- and 10th-grade general education language arts classes included deep and integrated knowledge of content and pedagogy that enabled them to facilitate the students’ progress. Teachers had firm beliefs that (a) students with disabilities could make progress and (b) learning writing was vitally important. Teachers’ understandings of writing instruction for students with disabilities were influenced by their knowledge of content and pedagogy, their beliefs about students and writing, and the contexts within which they worked. Implications include a call for more research about (a) the relationship between teachers’ beliefs and their practices, (b) opportunities to engage in context-embedded professional development, and (c) the amount of time necessary to reflect on, respond to, and deliver meaningful feedback in a sustained dialogue about writing for students with disabilities.

International audience; Mathematics teachers interact with resources of various kinds in their work in and out of class. The documentational approach of didactics is a theoretical approach that has been elaborated to investigate these interactions and their consequences in terms of teachers’ practice and teachers’ beliefs in particular. According to this approach, using resources teachers develop documents, encompassing these resources and a scheme of use; they also develop structured documents systems and resources systems. I interviewed six university teachers in France and collected the resources they used and designed. Drawing on these data I analyzed their documents and their resources systems, focusing on the features of resources use that appear specific to the university (rather than secondary school) context. I observed that lecturers can develop important agency in the design and use of teaching resources. On the other hand, PhD students starting to teach seem to conform their teaching to ready-made resources; nevertheless, their personal resources and beliefs intervened in their documentation work. Resources and beliefs deriving from the lecturers’ research can also influence the development of documents and thus contribute to shaping the mathematics taught.

The main aim of this research is to examine the basic features of student teachers’ professional beliefs about the teacher’s role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers’ beliefs about various facets of their professional work. These concepts strongly influence the way that teachers teach and the way that they develop as teachers. The participants in the research are 314 student teachers at the Faculty of Teacher Education of the University of Zagreb who are being prepared to teach in lower grades of primary school. The beliefs were explored using a metaphor technique derived from cognitive theory of metaphor. The differences between beliefs about the perceived teacher role in general, and the perceived teacher role in the education of pupils with developmental disabilities were analysed. The results indicate that the dominant belief about the teacher’s role in teaching mainstream pupils is of the teacher as a transmitter of knowledge, while the findings regarding the dominant belief about the teacher’s role in teaching pupils with developmental difficulties appeared to be self-cantered orientation. No differences were found between student teachers at different study levels. The findings are discussed in the light of the curriculum of initial teacher education.

The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

The data derives from a survey collected from 543 school-level teachers of English in Chile. The survey was originally distributed to 5435 teachers. The survey was developed with an aim of exploring teachers’ beliefs about how second language grammar should be taught. The survey consisted of 50 items in total, in four sections: (a) background information (10 items), (b) beliefs regarding L2 learning and teaching (9 items), (c) beliefs regarding grammar instruction (23 items), and (d) classroom realities (8 items). Except for the background information section, the items took the form of a 6-point Likert scale. The entire dataset is included in an Excel file (.xlsx). The entire questionnaire is included as a supplementary file. The data is connected to the theoretical models proposed in [1]. In [1], those models were proposed based on descriptive statistics (e.g., agreement/disagreement rates) and focus-group interview data. Subsequently, in the current paper, the data was submitted to structural equation modelling to explain the theoretical models. Then, the data is visually depicted with figures created via AMOS. Keywords: Teachers' beliefs, Apprenticeship of observation, Instructed second language acquisition, Grammar instruction, Corrective feedback, Peer interaction

Resumo: Este artigo analisa crenças de professores da educação básica sobre reprovação escolar. Para tanto, discute possíveis relações entre crenças sobre reprovação, crenças acerca de princípios de justiça e avaliação e o conhecimento de professores a respeito de resultados de pesquisas sobre efeitos da reprovação. Explicita características do perfil dos professores que podem influenciar sua adesão à reprovação. A relação entre as crenças e entre estas e o conhecimento de pesquisas foi analisada por meio de correlação e a identificação das características associadas à adesão à reprovação foi feita com análise de regressão. Foram usados dados primários de quase 5,5 mil professores que lecionam Língua Portuguesa. Conclui-se que professores que aderem à reprovação tendem a aderir ao princípio de justiça meritocrático e à avaliação normativa. Ter maior tempo de experiência docente, não lecionar nos anos iniciais do ensino fundamental, maior conhecimento de pesquisas sobre o tema e mestrado e doutorado caracterizam os professores que concordam menos com a reprovação. Abstract: This article aims to analyze the beliefs of basic education teachers about grade retention. To that end, it discusses possible relations between beliefs about grade retention, beliefs about justice and evaluation principles, and teachers’ knowledge about the findings of research on the effects of grade retention. We also present teacher profile characteristics that can influence teacher adhesion to grade retention. The relationship between the beliefs mentioned, and between them and knowledge of research, was analyzed by correlation and the identification of characteristics associated with retention was done by regression analysis. We used primary data concerning almost 5.5 thousand teachers that teach Portuguese Language. We found that teachers who adhere to retention tend to also adhere to a meritocratic principle of justice and to normative assessment. Having more experience in teaching, not teaching in initial years of basic education, a greater knowledge of research of the subject, and holding a Master’s or a Ph. D. degree characterize the teachers who are less likely to agree with grade retention.

The purpose of this study is toinvestigate experienced elementary teachers’ beliefs and conceptions aboutteaching and to explore their ill structured beliefs and misconceptions in thecontext of student-centered education perspective. 151 experienced elementaryteachers in Turkey participated in the study. The participants produced 81metaphors from parents up to multi charger for the concept of a teacher. Theresults of the study showed that some of the same metaphors were used fordifferent perspectives by different participants. In addition, majority of theparticipant (57,6 %) believed that their metaphors represented student-centeredperspective. On the other hand, the results of descriptive analysis showed thatof the 151 elementary teachers, 119 (78.8%) had teacher-centered beliefs, 8(5.3%) had student-centered beliefs while 24 (15.9%) elementary teachers hadmixed beliefs.. The result of the content analyses indicated that some of the elementary teachers did not have any clearconceptions about student-centered teaching. These teachers described theirmetaphors as student-centered or mixed perspectives in terms of codependentrelationships between students and teacher, instead of psychological andphilosophical foundations of education. In addition, it wasobserved that the most popular misconceptions and ill structured beliefs wererelated to “guide”, “active learning” and “students’ need, interest anddifferences”. Discussions of the findings and recommendations for furtherresearch are presented., Buaraştırmanın amacı ilkokul öğretmenlerinin öğretimle ile ilgili inanç vekavramsallaştırmalarını araştırmak, öğrenci merkezli anlayışları ile ilgilivarsa yanlış kavramsallaştırmalarını, ürettikleri öğretmen metaforlarınadayanarak ortaya çıkarmaktır. Araştırmaya 151 deneyimli ilkokul öğretmenikatılmıştır. Katılımcılar 81 farklı metaphor üretmişlerdir. Araştırma sonucunda aynı metaforların farklıkatılımcılar tarafından farklı eğitim anlayışları için kullanılabildiğigözlenmiştir. Ayrıca araştırmanın sonucu göstermektedir ki katılımcıların çoğunluğu (57, 6 %)ürettikleri metaforların öğrenci merkezli olduğunu düşünmelerine rağmen,üretilen metaforların büyük bir bölümü (78.8%) öğretmen merkezli eğitimanlayışını yansıtmaktadır. İçerikanaliz sonuçlarına göre katılımcıların bazılarının öğrenci merkezli anlayışayönelik net bir kavramlaştırmaya sahip olmadıkları görülmüştür. Ayrıca,özellikle öğrenci merkezli anlayışla özdeşleşen, rehber, aktif öğrenme, öğrenciihtiyaçları, farklılıkları ve ilgileri gibi, bazı temel kavramlarla ilgiliyanlış kavramsallaştırmaların olduğu gözlenmiştir. Araştırma sonucunda ilgili tartışma ve öneriler sunulmuştur.&nbsp

L'article presenta els resultats d'un estudi de cas en el qual es van explorar les creences de dos docents al voltant de la poesia i la seva didàctica en el segon cicle de l'educació primària. A partir de dades recollides a través de relats de vida i entrevistes, es va analitzar el perfil lector, el contingut de les creences i els factors que incideixen en la seva conformació. Els resultats evidencien que l'impacte de les trajectòries de formació en els diferents nivells és més gran que el del perfil lector del gènere., This article presents the results of a case study on the beliefs of two teachers about poetry and its didactics in the second cycle of primary education. The reader profile, the content of the beliefs and the factors that influence their development were analyzed from data collected through life stories and interviews. The results show that the impact of career paths at the different levels is higher than that of the genre reading profile., El artículo presenta los resultados de un estudio de caso en el que se exploraron las creencias de dos docentes en torno a la poesía y su didáctica en el segundo ciclo de la educación primaria. A partir de datos recogidos a través de relatos de vida y entrevistas, se analizó el perfil lector, el contenido de las creencias y los factores que inciden en su conformación. Los resultados evidencian que el impacto de las trayectorias de formación en los diferentes niveles es mayor que el del perfil lector del género., L'article présente les résultats d'une étude de cas dans laquelle les croyances de deux enseignants sur la poésie et sa didactique dans le deuxième cycle de l'enseignement primaire ont été explorées. Sur la base de données collectées à travers des histoires de vie et des interviews, le profil du lecteur, le contenu des croyances et les facteurs qui influencent sa conformation ont été analysés. Les résultats montrent que l'impact des trajectoires de formation aux différents niveaux est supérieur à celui du profil de lecture du genre.