English Teacher's Beliefs about Reading and their Classroom Practices
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Galé Flórez, Litzambra Isabel
The aim of this study is to identify teachers’ beliefs about reading and how these are related with their practices. This study was carried out through a qualitative case study research design which involved three in service English teachers in a public school in the northern coast of Colombia with ethnographic data collection methods which included semi structured interviews, classroom observations and document analysis. A questionnaire also was used. The analysis revealed that the participants have strong beliefs about the methodology that should be used to teach reading, about their own role and students´ role in teaching and learning process of reading and about the criteria to choose a text. Also the analysis revealed teachers’ self confidence of their own practices and some tensions between what they believe and what they do in class . Contextual factors were also analyzed in this study since these become essential part of the analysis between teachers’ beliefs and practices and therefore help us to understand in a broad sense what is happening in this relation.