In this qualitative case study, we explored how ten EFL teachers who
attended an in-service staff development programme subsequently integrated
professional learning into their classroom practice, and which staff developme
practices were effective in this process. We triangulated data from interviews,
observations, and document analysis. The data were subjected to content
analysis. The results indicated that the transformation of learning experiences
started with self-reflection, which initiated changes in teachers’ pedagogical
beliefs. The results further indicated that although major changes in teachers’
practice followed the changes in their pedagogical beliefs, there was an
interactive relationship between the teachers’ beliefs and practice in the long
term. The results revealed that this relationship could be regarded as part of
a more complex dynamic system where teacher self-efficacy and motivation
operated as an affective filter between teachers’ beliefs and practice.

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Perpustakaan FITK Pusat

Tersedia

• Transforming professional learning into practice

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