This narrative inquiry focuses on two Malaysian novice English language teachers whose pre-service teacher education had included years of study abroad. The experiences remain an under-investigated area and this furthers our understanding that experience. Furthermore, while research the effectiveness has reported mixed results, accounts impact studying abroad claim multiple benefits. Thus exten...

This paper addresses the question of how teachers learn from experience during their pre-service course and early years of teaching. It outlines a theoretical framework that may help us better understand how teachers’ professional identities emerge in practice. The framework adapts Vygotsky’s Zone of Proximal Development, and Valsiner’s Zone of Free Movement and Zone of Promoted Action, to the ...

For the last decade research on teachers’ beliefs has made a distinction between mathematics teachers’ professed and attributed beliefs (practice) and studies have either found some or no correlation between the two. In this paper we investigate the beliefs and practices of a novice teacher and conclude that inconsistency between beliefs and practices may be an observer’s perspective that is no...

The short-term in-service EFL teacher education programs are assumed to be of crucial importance in upgrading teachers' methodologies and gearing their teaching more closely to the students' needs. Therefore, a dynamic in-service program for EFL teachers is needed to keep abreast of the time.The present study aims to investigate the role of experience in EFL teachers' satisfaction of the in-ser...

Despite the fact that there are a wide range of strategies used to foster interactions in EFL conversation classrooms, many novice teachers are not aware of them. In view of this problem, the current study aimed to identify such strategies commonly used by EFL teachers in conversation classrooms. To this end, fifty sessions of college level conversation classrooms were observed andtheir teacher...