FRAMEWORK FOR ARTICULATING BELIEFS: REFLECTIONS ON TEACHING AND LEARNING EXPERIENCES

Ariatna, (2014) FRAMEWORK FOR ARTICULATING BELIEFS: REFLECTIONS ON TEACHING AND LEARNING EXPERIENCES. Jurnal Bahas (91). pp. 1-9. ISSN 0852-8535

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Abstract

Our beliefs have a great influence on our daily activities and how we do them, for example how people go about driving has a lot to do with their beliefs about safety, beliefs about health influence the way people drink and eat, etc. As an English practitioner, my teaching practice is also driven by my beliefs. Thus, the way I select materials, start the class, assign an activity, and assess my students are informed by what I believe to be relevant to be applied to my language classroom. In the following paragraphs, I will discuss four categories of the Stern’s framework for articulating teaching beliefs and provide experience-based examples to illustrate how each could inform classroom pedagogy. As an extension of Stern’s view, I will also discuss the importance of assessment for learners and professional development for teachers. At this stage, my views will be based on the experiences that I have acquired as a language learner and a language teaching professional.

Item Type: Article
Keywords: Beliefs; Classroom practice; Teaching; Learning experiences
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
P Language and Literature > P Philology. Linguistics > P101 Language. Linguistic theory. Comparative grammar
Divisions: Fakultas Bahasa dan Seni > Pendidikan Bahasa dan Sastra Inggris
Depositing User: Mrs Harly Christy Siagian
Date Deposited: 28 Feb 2017 04:05
URI: http://digilib.unimed.ac.id/id/eprint/1185

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