The impact of teachers' beliefs and educational experiences on EFL classroom practices in secondary schools

Jeremy Jones, Maano Fong

    Research output: Contribution to journalArticle

    Abstract

    This article reports on an investigation into the beliefs and educational experiences of secondary EFL teachers in Macau SAR, China. The chief questions addressed are: What beliefs and educational experiences do the teachers have? How do they influence teaching? To what extent are conceptions about effective teaching and learning influenced by the social and work environment? Results show that teacher education has a strong influence on teacher beliefs, but also that there are often even stronger external pressures that constrain teachers in the exercise of beliefs. The issues raised in this article are likely to resemble those in other educational environments in the region, suggesting a degree of generalizability in the findings
    Original languageEnglish
    Pages (from-to)27-48
    Number of pages22
    JournalAsian Journal of English Language Teaching
    Volume17
    Issue number1
    Publication statusPublished - 2007

    Fingerprint

    secondary school
    classroom
    teacher
    experience
    Teaching
    work environment
    China
    learning
    education

    Cite this

    @article{bdf79837989549bbb9747ba2e9eac04b,
    title = "The impact of teachers' beliefs and educational experiences on EFL classroom practices in secondary schools",
    abstract = "This article reports on an investigation into the beliefs and educational experiences of secondary EFL teachers in Macau SAR, China. The chief questions addressed are: What beliefs and educational experiences do the teachers have? How do they influence teaching? To what extent are conceptions about effective teaching and learning influenced by the social and work environment? Results show that teacher education has a strong influence on teacher beliefs, but also that there are often even stronger external pressures that constrain teachers in the exercise of beliefs. The issues raised in this article are likely to resemble those in other educational environments in the region, suggesting a degree of generalizability in the findings",
    author = "Jeremy Jones and Maano Fong",
    year = "2007",
    language = "English",
    volume = "17",
    pages = "27--48",
    journal = "Asian Journal of English Language Teaching",
    issn = "1026-2644",
    number = "1",

    }

    The impact of teachers' beliefs and educational experiences on EFL classroom practices in secondary schools. / Jones, Jeremy; Fong, Maano.

    In: Asian Journal of English Language Teaching, Vol. 17, No. 1, 2007, p. 27-48.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - The impact of teachers' beliefs and educational experiences on EFL classroom practices in secondary schools

    AU - Jones, Jeremy

    AU - Fong, Maano

    PY - 2007

    Y1 - 2007

    N2 - This article reports on an investigation into the beliefs and educational experiences of secondary EFL teachers in Macau SAR, China. The chief questions addressed are: What beliefs and educational experiences do the teachers have? How do they influence teaching? To what extent are conceptions about effective teaching and learning influenced by the social and work environment? Results show that teacher education has a strong influence on teacher beliefs, but also that there are often even stronger external pressures that constrain teachers in the exercise of beliefs. The issues raised in this article are likely to resemble those in other educational environments in the region, suggesting a degree of generalizability in the findings

    AB - This article reports on an investigation into the beliefs and educational experiences of secondary EFL teachers in Macau SAR, China. The chief questions addressed are: What beliefs and educational experiences do the teachers have? How do they influence teaching? To what extent are conceptions about effective teaching and learning influenced by the social and work environment? Results show that teacher education has a strong influence on teacher beliefs, but also that there are often even stronger external pressures that constrain teachers in the exercise of beliefs. The issues raised in this article are likely to resemble those in other educational environments in the region, suggesting a degree of generalizability in the findings

    M3 - Article

    VL - 17

    SP - 27

    EP - 48

    JO - Asian Journal of English Language Teaching

    JF - Asian Journal of English Language Teaching

    SN - 1026-2644

    IS - 1

    ER -