The study of teachers’ beliefs emerged in the mid-1990s, and since then, there have been many reviews of research into what second language and foreign language teachers think, know and believe about language teaching . Obviously, a number of studies have identified differences between beliefs and values.
Hence, teachers’ pedagogical beliefs are considered to be a great influence on their underlying practices. Some suggest that teachers need to modify their beliefs to accept new teaching and learning methods. It is important to ask teachers what they think about new educational reforms. Perfectly enough, the nature of language, the nature of the learning process and the nature of the teaching act. It means that teachers' pedagogical beliefs and practices should be studied within the sociocultural contexts of their work because the relationship between their beliefs and practices is both complex and context-dependent.
It is widely recognised that sociocultural context or setting plays a significant role in the way teachers conduct their teaching. Although feedback is an important element in formative assessment. Clearly enough, The challenge for a teacher is to gain insight into the students’ way of thinking about the subject matter at hand and to frame feedback which helps them move towards specific learning goals. As it is widely known, the interpretive approach aims to advance knowledge by describing and interpreting the phenomena of the world in order to share obtained meaning with others.
Assessment is a natural process which takes into account not just the product but the whole process, such as the students’ attitudes, the students’ progress and also their effort in completing the tasks given to them. That is, Assessment provides an intrinsic motivation for the teachers to develop and improve on their own teaching. It tells them where and what to change in their approaches. It gives them the opportunity to make adjustments to teaching and assessment practices and to become familiar with other possible methods of teaching and assessment. In the effort to change what is done in the classroom with respect to assessment, the teachers have tried to incorporate games, dynamics, role play and presentations.
Simply, teachers’ pedagogical beliefs are the most influenced factor that contributed the way the teachers’ implemented SBA. Plus, it needs to be noted that teachers should create a balance in teaching and assessing all the teaching skills; listening, speaking, reading and writing and aim at focusing the speaking component of the English language.
0 Comments