Abstract
Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs.
Highlights
1.1 BackgroundThe teaching profession is not an easy one because when teachers start to work in the field of education, they will face various problems which sometimes can shake their beliefs in the values of teaching and the roles played by teachers
Pajares (1992) argued that beliefs are more influential than knowledge in determining how individuals organise and define problems and are strong predictors of behaviour
While belief is defined by Johnson (1994) as a thing that is formed early in life as a result of a person’s education and experience, he says that strong beliefs about learning and teaching are well established by the time a student completes schooling
Summary
1.1 BackgroundThe teaching profession is not an easy one because when teachers start to work in the field of education, they will face various problems which sometimes can shake their beliefs in the values of teaching and the roles played by teachers. Pajares (1992) argued that beliefs are more influential than knowledge in determining how individuals organise and define problems and are strong predictors of behaviour. Fata, Exploring Teachers’ Beliefs and the Teaching Profession in Aceh | 62 an important role in the processes of learning and teaching. This means that beliefs are a big factor that influences how teachers select strategies that can be implemented in their classrooms
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