Abstract
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.
Highlights
Beliefs are an important issue in every area that is related to human behavior and learning (Ajzen, 1988; Fishbein & Ajzen, 1975). Breen (2001) and Bernat and Gvozdenko (2005) represented that the perceptions, beliefs, and attitudes that learners bring with them to the learning situation are important factors in the learning process
Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning
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
Summary
Beliefs are an important issue in every area that is related to human behavior and learning (Ajzen, 1988; Fishbein & Ajzen, 1975). Breen (2001) and Bernat and Gvozdenko (2005) represented that the perceptions, beliefs, and attitudes that learners bring with them to the learning situation are important factors in the learning process. Learners have strong beliefs about the nature of language, its acquisition process, the success of learning strategies, the existence of aptitude, and their own expectations about success and teaching methodologies. Harste and Burke (1977) and Kuzborska (2011) said that teachers make decisions about their classroom teaching regarding beliefs they have about language teaching and learning. They emphasized that teachers’ beliefs have a great impact on their aims, procedures, their roles, and their learners. Due to the need for the improvement of teacher education and the significance of teacher beliefs in teacher education, the aim of carrying this study is to examine themes pertinent to teachers’ beliefs which helps to identify the role of teachers’ beliefs in furthering teacher education
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