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Teacher Perceptions of Best Practices in English Language Teaching.

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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]
Copyright of Asian Journal of English Language Teaching is the property of Chinese University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teacher Perceptions of Best Practices in English Language Teaching.
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  Data: 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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  Data: <i>Copyright of Asian Journal of English Language Teaching is the property of Chinese University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Best practices
        Type: general
      – SubjectFull: Foreign language education
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      – SubjectFull: Student teachers
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      – SubjectFull: Teachers
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              Text: 2020
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