Beliefs and Language Teacher Education

English Language Teacher Beliefs - Farahnaz Faez

Farahnaz Faez [+-]
University of Western Ontario
Farahnaz Faez is an associate professor in the Faculty of Education at the University of Western Ontario, Canada.
Michael Karas [+-]
University of Western Ontario
Michael Karas is a PhD student in the Faculty of Education at the University of Western Ontario, Canada.


This chapter discusses teachers’ beliefs and language teacher education programs. Teachers enter teacher education with their own pre-conceived notions about teaching that are often “highly idealistic, loosely formulated, deeply seated, and traditional” (Richardson, 2003, p. 6). The question as to if (language) teacher education can impact teachers’ beliefs has long challenged researchers. Anecdotally, it is often believed that teachers’ beliefs are immune to teacher education; they enter with highly established beliefs, and a short teacher education program can do little to change them. This notion has been challenged more recently, and key to this, is reflective practice. This chapter discusses how teachers’ beliefs can be addressed in language teacher education programs, with a special focus on modern day TESOL programs that offer “borderless expertise” (Freeman, 2016, p. 187) to prospective teachers who come from international contexts.

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Faez, Farahnaz; Karas, Michael. Beliefs and Language Teacher Education. English Language Teacher Beliefs. Equinox eBooks Publishing, United Kingdom. Oct 2025. ISBN 9781781797525. Date accessed: 24 Jul 2024 doi: 10.1558/equinox.35785. Oct 2025

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