Bibliographic Details
| Title: |
Teacher Perceptions of Best Practices in English Language Teaching. |
| Authors: |
FAEZ, Farahnaz1, KARAS, Michael1 |
| Source: |
Asian Journal of English Language Teaching. 2020, Vol. 29, p77-94. 18p. |
| Subject Terms: |
*Best practices, *Foreign language education, *Student teachers, *Teachers, *Classroom environment, English language |
| Geographic Terms: |
Canada, China |
| Abstract: |
Understanding teachers' beliefs of what constitutes good practice is important as it has a significant impact on their pedagogical choices in the classroom. To this end, this case study explores perceptions of best practices in English language teaching from the perspective of preservice teachers completing an MA TESOL program in Canada. Forty-two international students originally from China documented what they believed were the best practices used in the ESL classes they observed as part of their MA TESOL program. Data was analyzed qualitatively and the 20 most cited best practices are identified and presented. Results offer an important frame of reference for teachers to reflect on and examine their own beliefs and practices in relation to those that are appreciated by a group of teachers. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
