How Teachers’ Beliefs Influence Reading Instruction
A case Study of Senior High School in Lamongan
DOI:
https://doi.org/10.24256/foster-jelt.v7i4.509Keywords:
Teachers’ Beliefs, EFL Teachers, Classroom Practices, Reading InstructionsAbstract
This study examines the sources of teachers’ beliefs about reading instruction and the ways in which these beliefs are manifested in classroom practices. Employing a qualitative descriptive case study design, the study involved three English teachers at SMAN 1 Karangbinangun Lamongan. East Java. Data were collected through semi-structured interviews and classroom observations and analysed using data reduction, data display, and conclusion drawing. The findings identify four principal sources of teachers’ beliefs: experiences as language learners, teaching experiences, personal teaching philosophies and pedagogical preferences, and research-based educational knowledge. Interview data illustrate how these beliefs developed, whereas classroom observations demonstrate how they were enacted through instructional methods and teachers’ roles as facilitators, informants, organizers, and assessors. The study offers context-specific insights into the relationship between teachers’ beliefs and reading instruction without making claims about broader generalizability.
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