Three perspectives on the role of teacher beliefs in the language classroom

This study explores the role of teacher beliefs in two teachers’ implementation a collaboratively planned teaching activity into classroom practice. It is retrospective case aiming to explain how difference between realisations specific bilingual may be seen as related their about language learning and teaching. The for practice has been subject much research, although nature relationship remains contested. new approach puzzle by combining existing perspectives on form enacted, professed implicit beliefs. re-examines data from larger action research through 4 cycles analysis interpretation, moving observed practices three provide description complex interplay shows that combination different allows meaningful interpretation practice, play an important transformation plans lead affordances classrooms. article concludes suggesting activities, students’ engagement fruitful place inquiry future research.