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Links between teachers' beliefs and practices and research on reading

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Item Summary

dc.contributor.author Kuzborska, Irena
dc.date.accessioned 2020-05-22T02:12:57Z
dc.date.available 2020-05-22T02:12:57Z
dc.date.issued 2011-04
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66660
dc.description.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.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject reading
dc.subject beliefs
dc.subject practices
dc.subject academic
dc.subject approach
dc.subject metacognitive-strategy
dc.title Links between teachers' beliefs and practices and research on reading
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66660
prism.volume 23
prism.number 1
prism.startingpage 102
prism.endingpage 128
local.rfl.topic Reading Instruction
Appears in Collections: Volume 23, No. 1


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