Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices

1993 ◽  
Vol 30 (2) ◽  
pp. 187-207 ◽  
Author(s):  
George E. Glasson ◽  
Rosary V. Lalik
Keyword(s):  
Qualitative Study ◽  
Social Constructivist ◽  
Learning Cycle ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Constructivist Perspective

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

2014 ◽  
Vol 184 (12) ◽  
pp. 1843-1860 ◽  
Author(s):  
Kalliroi Papadopoulou ◽  
Lia Tsermidou ◽  
Christina Dimitrakaki ◽  
Eirini Agapidaki ◽  
Despoina Oikonomidou ◽  
...  
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Socioemotional Development ◽  
Early Childhood Educators ◽  
Beliefs And Practices
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