Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers’ beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers’ beliefs affect what they accomplish in their classroom, their attitudes, and their learner’ beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners’ learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers’ beliefs, express sources of teachers’ beliefs, and finally mention some previous studies on teachers’ beliefs. The review of related literature revealed that investigating teachers’ beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.

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Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature.

This case study focuses on creativity and collaboration in preparing Chinese preservice teachers. The research question was “Can aspiring Chinese teachers discover creativity where encouraged and u...

Creative Learning: Paradox or Possibility in China's Restrictive Preservice Teacher Classrooms?.

Resumo O objetivo do presente estudo foi avaliar se a autoeficacia funciona como variavel mediadora na relacao entre a sobrecarga de trabalho e as dimensoes de burnout. Participaram da pesquisa 982 professores de escolas publicas e privadas. Foram utilizados como instrumentos de pesquisa o questionario para avaliacao da sindrome de burnout, versao para professores, a escala geral de autoeficacia e a subescala de sobrecarga laboral da organizational Stress Questionnaire. Os resultados obtidos por meio da analise de regressao linear confirmaram a hipotese de que a autoeficacia desempenha um papel mediador entre a sobrecarga de trabalho e as dimensoes de burnout. O resultado aponta para a importância de intervencoes que contemplem o desenvolvimento da autoeficacia em professores como medida de prevencao ou reabilitacao da sindrome de burnout. Palavras-chave: sindrome de burnout; sobrecarga laboral; autoeficacia, professores; mediacao. The mediational role of self-efficacy in the relation between workload and burnout’ dimensions in teachers

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O papel mediador da autoeficácia na relação entre a sobrecarga de trabalho e as dimensões de Burnout em professores

In many parts of the world, there is an increased demand for effectiveness and equity in education and for the development of students who see themselves as lifelong learners to meet economic and social challenges. Assessment for learning (AfL) can play a significant role in achieving these three demands. The purpose of AfL is to inform learning, not to measure it or sum it up; it is assessment that focuses on learning as it is taking place, not at the end of a sequence of learning; and it is intended to move learning forward from its current status. There is ample evidence that when effectively implemented AfL can improve learning for all students. However, less attention has been paid to the impact of AfL on the development of students’ mathematical identities and to supporting equity goals. This paper uses a practice-based example to illustrate the benefits of AfL to student learning, to students’ identities as doers of mathematics and to equity in the classroom. Consideration is also given to the particular case of English learners to illustrate how effective AfL practices can also support both language and concept development.

Reaping the benefits of assessment for learning: achievement, identity, and equity

There is a recognised need for multilingual pedagogies as these capitalise on children’s resources. Language policies calling for monolingual or multilingual policies are, however, not easily trans...

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Dynamic Interplay of Language Policies, Beliefs and Pedagogy in a Preschool in Luxembourg.

Teachers’ beliefs are important for understanding and improving educational process. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges, influence their general well-being, and in turn, shape language learners’ learning environment, their motivation and their language achievement and ability. This essay studies some previous researches on teachers’ beliefs, and analyzes the role of three teachers’ beliefs in the language teaching-learning process. The first part clarifies the concept of teachers’ beliefs, the second part illustrates three essential teachers’ beliefs about learners, learning and teachers themselves, and their role in the language teaching-learning process, the third part is the conclusion, which is consistent with the concept of teachers’ beliefs.

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Li Xu

Papers

The Role of Teachers' Beliefs in the Language Teaching-learning Process