خلاصة:
Abstract Beliefs are an important aspect of any learning program as they affect the way teachers and students define their roles, and the way they approach their duties and responsibilities. Besides, they highly affect teachers’ practices, methods, and lesson plans. The importance of beliefs inspired the present researchers to evaluate and compare EFL teachers’ beliefs before and after a teacher training course (TTC) at language institutes in Isfahan to see if teacher training program influence the enrolled teachers’ beliefs about different aspects of a learning situation. To this purpose, a modified version of Beliefs about Language Learning Inventory (BALLI) was administered to a total of 110 Iranian EFL teachers in Isfahan. The teachers came from different majors (TEFL, translation, English literature, and other non-English majors), and were further divided into two groups: those who had participated in at least a TTC, and those who had no experience of attending a TTC. The BALLI scores of the teachers were then classified and analyzed by a t test and an ANOVA. The results revealed that beliefs about language learning did not significantly change in the wake of attending a TTC, and that no significant difference was observed as far as the participants’ field of study was concerned.
ملخص الجهاز:
The importance of beliefs inspired the present researchers to evaluate and compare EFL teachers’ beliefs before and after a teacher training course (TTC) at language institutes in Isfahan to see if teacher training program influence the enrolled teachers’ beliefs about different aspects of a learning situation.
The results revealed that beliefs about language learning did not significantly change in the wake of attending a TTC, and that no significant difference was observed as far as the participants’ field of study was concerned.
That is why the current research study was designed to unearth the putative impacts of a teacher training course on different aspects of EFL teachers’ beliefs.
On the other hand, studies of Bramald, Hardman, & Leat (1995), Cabaroglu and Roberts (2000), and Nettle (1998) have shown that pre-service teachers’ beliefs could develop/change throughout their training programs (as cited in Debreli, 2012).
A second aim of the current study was to find out whether teachers of different academic majors had similar beliefs about English language learning.
Discussion and conclusion One purpose of this study was to find out the impact of teacher training courses on Iranian EFL teachers' beliefs about English language learning.
(2001), Mattheoudakis (2007), Busch (2010), and Borg (2011), who provide no evidence of change in student teachers’ beliefs during language teacher education.
Change in beliefs of pre-service teachers about teaching and learning English as a foreign language throughout an undergraduate pre-service teacher training program.