Volume 13, Issue 5 (2022)
LRR 2022, 13(5): 117-140 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Alvarez Llerena C L, Ha X V. Exploring English Language Teaching in Ecuadorian Secondary Schools: Teachers’ Beliefs About the National Curriculum Reform. LRR 2022; 13 (5) :117-140
URL: http://lrr.modares.ac.ir/article-14-60644-en.html
URL: http://lrr.modares.ac.ir/article-14-60644-en.html
1- Department of Language Pedagogy, Eötvös Loránd University, Hungary
2- Department of Foreign Languages Ha Tinh University, Ha Tinh, Vietnam ,xuan.havan@htu.edu.vn
2- Department of Foreign Languages Ha Tinh University, Ha Tinh, Vietnam ,
Abstract: (2007 Views)
The present study explored the Ecuadorian secondary school teachers' beliefs about teaching EFL in the context of national curriculum reform. The data comprised in-depth interviews with 16 teachers from 14 public secondary schools in Ecuador. The interviews were semi-structured, and they were guided by a set of questions probing into the teachers’ beliefs about instructional design, assessment, teaching materials, and learning activities. Qualitative analysis of the interview transcripts revealed some interesting insights into the Ecuadorian teachers' beliefs and reported practice. The findings showed that the teachers were positive about the principles and innovation in the new curriculum designed by the Ministry of Education. However, various contextual and practical constraints hindered the teachers from implementing the intended curriculum. These factors included large class size, a lack of teacher training and professional development, and the heavy load caused by compulsory extra-curriculum activities. Implications for EFL pedagogy and teacher professional development are discussed.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |