Pre-service EFL Teachers' Beliefs about Foreign Language Learning and How They Relate to Gender

Studies in mainstream educational research in relation to teacher thinking have examined teachers’ beliefs about teaching, learning, students, teachers’ roles, classroom management,

These findings are discussed in terms of the need to resolve the essential conflicts between students', parents', and teachers' deeply held beliefs regarding the nature

This paper is written to investigate the beliefs of student teachers majoring in Teaching English as a Second Language (TESL) about learning Arabic as a

yetiştirmede yeni yaklaşımlar. Investigation of Turkish trainee teachers' epistemological beliefs. Relationship between epistemological beliefs and conceptual change

Some studies have shown that student-teachers’ beliefs about teaching are somewhat idealistic (Pajares, 1992; Thomson et al. 2012), so students may find different teaching

shows that the pre-service teachers‘ beliefs about language learning in any area of beliefs do not differ in terms of gender; put it different words, male and females have

Focusing on a particular pedagogical context is crucial, since different disciplinary contexts may influence teachers’ ICT pedagogical practices (Deng, et al., 2014;

What sorts of beliefs do pre-service teachers have at the beginning of the course about (1) the role of English as the international language, (2) the best English variety, (3)