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dc.contributor.authorAksoy, Kadriye
dc.date.accessioned2019-12-17T09:14:46Z
dc.date.available2019-12-17T09:14:46Z
dc.date.issued2015
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2015.07.597
dc.identifier.urihttp://hdl.handle.net/11655/20595
dc.description.abstractThis study explores a non-native English teacher's pedagogical beliefs about the students' behaviors as a part of a classroom management through a qualitative research methodology. The study also aimed to understand the teachers' pedagogical beliefs about teaching and learning by comparing what they say about students' behaviors to their classroom practices. The study employed three data collection instruments: semi-structured interviews, classroom observation data, and stimulated recall interview. The results show both consistencies and inconsistencies between teacher's practices and beliefs. This may be because different practices can be dependent on local teaching context (Li and Walsh, 2011). The study offers some implications for the complex relationship between teachers' beliefs and practices in the classrooms. (C) 2015 The Authors. Published by Elsevier Ltd.
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2015.07.597
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.subjectSocial Sciences - Other Topics
dc.titleWhat You Think Is Not What You Do In The Classroom: Investigating Teacher'S Beliefs For Classroom Management In An Efl Classroom
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalProceedings Of The 1St Globelt Conference On Teaching And Learning English As An Additional Language
dc.contributor.departmentYabancı Diller Eğitimi
dc.identifier.volume199
dc.identifier.startpage675
dc.identifier.endpage683
dc.indexingWoS


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