Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66660

Links between teachers' beliefs and practices and research on reading

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Item Summary

Title:Links between teachers' beliefs and practices and research on reading
Authors:Kuzborska, Irena
Keywords:reading
beliefs
practices
academic
approach
show 1 moremetacognitive-strategy
show less
Date Issued:Apr 2011
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:Teachers’ beliefs are thought to have a profound influence on their classroom practices. An understanding of this relationship is important for the improvement of teachers’ professional preparation and the successful implementation of new curricula. However, there is little previous research on this issue in the Lithuanian university context. This evaluative-interpretative study investigated the relationship between the beliefs of eight teachers and their practices in the teaching of reading to advanced learners. It used video stimulated recall to obtain measures of teachers’ beliefs, while comparing those beliefs and behaviors against the research norms. The beliefs that were identified as congruent with practices of the majority of the teachers reflected a skills-based approach to reading instruction, emphasizing vocabulary, reading aloud, translation, and whole class discussion of texts. However, a metacognitive-strategy approach is largely supported by research and regarded as most appropriate in academic contexts.
URI:http://hdl.handle.net/10125/66660
ISSN:1539-0578
DOI:10125/66660
Volume:23
Issue/Number:1
Appears in Collections: Volume 23, No. 1


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