ESL Teachers Classroom Practices and Beliefs in Malaysian Classroom Context

  • Hema Vanita Kesevan

Abstract

This study assessed the ideologies and actual classroom and pedagogical practices of teachers. It explored the classroom talk and ideological stance of Malaysian English teachers. The findings of the study revealed there were discrepancy of ideologies and practices among the teachers. Although the divergence can be associated as a reaction to the natural occurrences of classroom context where teachers need to accommodate to the needs of the classroom, the divergence suggests teacher training should be strengthen and greater awareness should be given to avoid greater divergence between ideologies and its actual implementation. Even though the small sample of teachers involved in this study limits generalization of the findings to similar contexts, it still enables to gain an understanding into the factors that differentiate the teachers' classroom ideologies and practices. The purpose of assessing the classroom ideologies and practices teachers is not to determine the best practice or compare the teachers but to understand to what extend the training and experience of a teacher can influence their pedagogical decision that further impact the teaching and learning process.

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Published
2021-12-31
How to Cite
VANITA KESEVAN, Hema. ESL Teachers Classroom Practices and Beliefs in Malaysian Classroom Context. International Journal of Advanced Research in Education and Society, [S.l.], v. 3, n. 4, p. 86-90, dec. 2021. ISSN 2682-8138. Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/16665>. Date accessed: 21 may 2022.
Section
Articles