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How are Experienced EFL Teachers' Beliefs Shaped by their Own Experiences Learning English at School?

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Title: How are Experienced EFL Teachers' Beliefs Shaped by their Own Experiences Learning English at School?
Authors: Estefania Alvear (ORCID 0000-0003-2627-3894), Maritza Rosas-Maldonado (ORCID 0000-0003-4652-3600), Annjeanette Martin (ORCID 0000-0003-3083-5319)
Source: MEXTESOL Journal. 2023 47(3).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Teaching Methods, Language Teachers, Second Language Learning, Second Language Instruction, Beginning Teachers, Learning Experience, Teacher Attitudes, Sociocultural Patterns, English (Second Language), Faculty Development
Geographic Terms: Ecuador
ISSN: 2395-9908
Abstract: Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers' beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers' school stories via narrative frames and semi-structured interviews. Findings suggested that the participants' positive learning experiences still impact their pedagogical beliefs. Furthermore, their teaching experiences and professional development opportunities were found to play a significant role in reshaping participants' beliefs that were initially framed by their negative learning experiences. Implications for in-service teachers and pre-service language teacher education highlight the value of reflection as a life-long practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1408060
Database: ERIC
FullText Text:
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  Data: How are Experienced EFL Teachers' Beliefs Shaped by their Own Experiences Learning English at School?
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  Data: <searchLink fieldCode="AR" term="%22Estefania+Alvear%22">Estefania Alvear</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2627-3894">0000-0003-2627-3894</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maritza+Rosas-Maldonado%22">Maritza Rosas-Maldonado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4652-3600">0000-0003-4652-3600</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annjeanette+Martin%22">Annjeanette Martin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3083-5319">0000-0003-3083-5319</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2023 47(3).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
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  Data: Y
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
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  Data: 2395-9908
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  Label: Abstract
  Group: Ab
  Data: Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers' beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers' school stories via narrative frames and semi-structured interviews. Findings suggested that the participants' positive learning experiences still impact their pedagogical beliefs. Furthermore, their teaching experiences and professional development opportunities were found to play a significant role in reshaping participants' beliefs that were initially framed by their negative learning experiences. Implications for in-service teachers and pre-service language teacher education highlight the value of reflection as a life-long practice.
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  Data: 2024
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  Data: EJ1408060
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1408060
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    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Sociocultural Patterns
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Faculty Development
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      – SubjectFull: Ecuador
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    Titles:
      – TitleFull: How are Experienced EFL Teachers' Beliefs Shaped by their Own Experiences Learning English at School?
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            NameFull: Estefania Alvear
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            NameFull: Maritza Rosas-Maldonado
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            NameFull: Annjeanette Martin
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              Type: published
              Y: 2023
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