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Journals / Cumhuriyet Uluslararası Eğitim Dergisi / 2019 / Cilt: 8 - Sayı: 3

The Correspondence Between Beliefs and Practices of an EFL Teacher Regarding L2 Grammar Teaching

Yabancı Dil Öğretmeninin Dilbilgisi Öğretimine İlişkin İnançları ve Uygulamaları Arasındaki Uygunluk

Hande Serdar TÜLÜCE
Pages
791–806
Publication Date
2022-10-12
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings also lend support to the existing literature that highlights the role of contextual factors in mediating the relationship between teacher beliefs and classroom practices such as learner expectations and needs, exams and time constraints.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper presents a case study that explored and compared the stated pedagogical beliefs and classroom practices of Suna, an experienced EFL teacher, with regard to L2 grammar teaching at a preparatory school of a university in Turkey.
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Key Findings & Data:A qualitative analysis of the data collected through classroom observations, interviews, and reflective notes indicated the key features of Suna’s classroom practices and her pedagogical beliefs regarding L2 grammar teaching as well as the correspondence between them.
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Conclusion & Impact:The findings also lend support to the existing literature that highlights the role of contextual factors in mediating the relationship between teacher beliefs and classroom practices such as learner expectations and needs, exams and time constraints.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This paper presents a case study that explored and compared the stated pedagogical beliefs and classroom practices of Suna, an experienced EFL teacher, with regard to L2 grammar teaching at a preparatory school of a university in Turkey. A qualitative analysis of the data collected through classroom observations, interviews, and reflective notes indicated the key features of Suna’s classroom practices and her pedagogical beliefs regarding L2 grammar teaching as well as the correspondence between them. The findings of the study revealed that Suna exhibited, to a great extent, congruence between her stated beliefs and her observed classroom practices regarding L2 grammar teaching. The findings also lend support to the existing literature that highlights the role of contextual factors in mediating the relationship between teacher beliefs and classroom practices such as learner expectations and needs, exams and time constraints.

Özet

Bu çalışma Türkiye’de bir üniversite hazırlık okulunda İngilizce öğretmenliği yapmakta olan deneyimli bir öğretmen olan Suna’nın dil bilgisi öğretimine yönelik pedagojik inançlarını inceleyen ve onları sınıf içi öğretim uygulamaları ile karşılaştıran bir vaka incelemesidir. Sınıf gözlemleri, görüşmeler ve yansıtıcı notlar aracılığıyla toplanan veri nitel veri analizi yöntemiyle analiz edilmiştir. Çalışmanın bulguları Suna’nın dilbilgisi öğretimine yönelik pedagojik inançlarının gözlemlenen sınıf içi uygulamaları ile büyük oranda tutarlılık gösterdiğini ortaya koymuştur. Ayrıca, ortaya çıkan bulgular öğretmen pedagojik inançları ile sınıf içi uygulamaları arasındaki ilişkide öğrenci beklentileri ve ihtiyaçları, sınavlar ve zaman kısıtlamaları gibi bazı bağlamsal faktörlerin rolünü vurgulayan literatüre destek vermektedir.

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Cite This Article

TÜLÜCE, H. S. (2022). The Correspondence Between Beliefs and Practices of an EFL Teacher Regarding L2 Grammar Teaching. Cumhuriyet Uluslararası Eğitim Dergisi, Cilt: 8 - Sayı: 3, 791–806. https://ajindex.com/articles/480036

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