Richards, J. (1998). Teacher beliefs and decision making in Beyond Training. CUP. USA.
Summary
Based on their experience, practice, reading, among other situations, teachers have their own assumptions and beliefs about what is teaching and learning, beliefs that sometimes they bring or not into the classroom. Even though such beliefs involve the students, sometimes the students do not share them.
According to Johnson’s study (1991) teachers beliefs are reflected in three methodological approaches; skills-based (language consists of four skills), rules-based (language is a process ruled by creativity), and function-based (focuses on the use of authentic language). The teachers that participated in this study were observed and they seemed to consistently follow their orientation. On the other hand, according to Woods (1991), teachers’ beliefs are reflected in a curriculum-based (decisions are made based on the curriculum) or a student-based view (decisions are made around students’ needs).
Teachers’ beliefs have also been studied according to the influence they have on novice teachers. They take into account content, teacher development program, and the teachers’ experiences. A study of novice teachers done in Hong Kong found that teachers view their own teaching as a teacher-centered perspective, curriculum-centered perspective or learner-centered perspective.
The teaching profession requires teacher to be able to perform several roles, one of those roles is decision maker. Teachers need to make decisions while they are teaching, they have to improvise and modify their lessons according to students’ response. Shavelson and Stern (1981) use the word “routines” to refer to the way teachers direct the teaching process. It is claimed that these routines help expert teachers to be able to manage their time better. In contrast, novice teachers that do not have enough experience on routines spend a great deal of their time creating and mastering them. This is because expert teachers are familiar with typical students, tasks, and know possible problems and solutions in advance.
Case studies’ use is recommended to help teachers to become familiar with situations in which they need to make decisions. It provides them with possible situations as well as possible solutions; therefore, teachers are more prepared to make decisions in their own classroom.
Reflection
I agree with the author when he states that the teacher is a thinker. Undoubtedly, teachers are thinkers in all senses since they have to constantly think on how to incorporate their knowledge of the language, their students’ needs and the time available when they prepare a class. Moreover, they have to think on advance of problems they might face when they are teaching the class and consequently have a plan B or C to overcome such problems.
One of the things that surprised me from the reading is that sometimes teachers do not reflect their beliefs in the classroom. I find this quite important because sometimes those beliefs are not true or are not shared by the students and this avoids misunderstandings between the teacher and the students.
In my opinion Woods (1991) views define better the types of beliefs teachers have. Commonly, teachers either follow the textbook or the curriculum, or they focus on their students’ needs. Based on my personal experience teaching, I have either followed the textbook or curriculum or based my teaching on students’ needs.
Summary
Based on their experience, practice, reading, among other situations, teachers have their own assumptions and beliefs about what is teaching and learning, beliefs that sometimes they bring or not into the classroom. Even though such beliefs involve the students, sometimes the students do not share them.
According to Johnson’s study (1991) teachers beliefs are reflected in three methodological approaches; skills-based (language consists of four skills), rules-based (language is a process ruled by creativity), and function-based (focuses on the use of authentic language). The teachers that participated in this study were observed and they seemed to consistently follow their orientation. On the other hand, according to Woods (1991), teachers’ beliefs are reflected in a curriculum-based (decisions are made based on the curriculum) or a student-based view (decisions are made around students’ needs).
Teachers’ beliefs have also been studied according to the influence they have on novice teachers. They take into account content, teacher development program, and the teachers’ experiences. A study of novice teachers done in Hong Kong found that teachers view their own teaching as a teacher-centered perspective, curriculum-centered perspective or learner-centered perspective.
The teaching profession requires teacher to be able to perform several roles, one of those roles is decision maker. Teachers need to make decisions while they are teaching, they have to improvise and modify their lessons according to students’ response. Shavelson and Stern (1981) use the word “routines” to refer to the way teachers direct the teaching process. It is claimed that these routines help expert teachers to be able to manage their time better. In contrast, novice teachers that do not have enough experience on routines spend a great deal of their time creating and mastering them. This is because expert teachers are familiar with typical students, tasks, and know possible problems and solutions in advance.
Case studies’ use is recommended to help teachers to become familiar with situations in which they need to make decisions. It provides them with possible situations as well as possible solutions; therefore, teachers are more prepared to make decisions in their own classroom.
Reflection
I agree with the author when he states that the teacher is a thinker. Undoubtedly, teachers are thinkers in all senses since they have to constantly think on how to incorporate their knowledge of the language, their students’ needs and the time available when they prepare a class. Moreover, they have to think on advance of problems they might face when they are teaching the class and consequently have a plan B or C to overcome such problems.
One of the things that surprised me from the reading is that sometimes teachers do not reflect their beliefs in the classroom. I find this quite important because sometimes those beliefs are not true or are not shared by the students and this avoids misunderstandings between the teacher and the students.
In my opinion Woods (1991) views define better the types of beliefs teachers have. Commonly, teachers either follow the textbook or the curriculum, or they focus on their students’ needs. Based on my personal experience teaching, I have either followed the textbook or curriculum or based my teaching on students’ needs.
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