AN INTERROGATION ON THE POSITIVE & NEGATIVE BELIEF OF TERTIARY LEVEL TEACHERS WITH ECLECTIC FRAMEWORK

John Joseph. A, Dr. J. John Love Joy

Abstract


The history of TESL has taken much criticism and appreciation to itself and has transformed over time often within its domain. Even though changes happen at regular intervals, teachers believe that they manage the incompatibility between the textbook and their classroom practices with their beliefs which they have inherited from different sources. In this article, the researcher presents the positive and negative aspects of teacher belief so as to find out the details about teacher diversion from the textbook prescribed to follow mixed method (eclectic) when there are disagreements between what they believe in and what is there in the textbook.  


Keywords


Teacher’s Belief, Textbooks, Teaching Methods, Classroom Practices, Teachers’ diversion.

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References


Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman & Company.

Buehl, M. M., & Fives, H. (2009). Exploring teachers’ beliefs about teaching knowledge: where does it come from? Does it change? Journal of Experimental Education, 77, 367-407.

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Xu, L. (2012, July). The role of teachers’ beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7), 1397-1402.


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