A narrative approach to understanding the change process in English Language Teachers’ assessment beliefs
DOI:
https://doi.org/10.33064/iycuaa2023904235Keywords:
Teacher Beliefs, Assessment, EFL, Belief ChangeAbstract
Assessment is a key element in the learning process because it provides information regarding the strengths and the opportunity areas for both teachers and students. Thus, it is important to understand how assessment is conceived within the teacher’s beliefs and their practices in the classroom. The following paper derives from a dissertation with a qualitative approach, which results come from the thematic narrative analysis of the information gathered through interviews with 12 English teachersin two higher education institutions in Aguascalientes, Mexico. As a conclusion, teachers’ beliefs about assessment are distinguished as being 1) of dynamic nature; 2) put into a mediation process when challenged by the environment; and 3) partially related to what teachers end up doing in the classroom, resulting in adjustments that teachers perform on both, assessment beliefs and practices.
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Copyright (c) 2023 José Armando Collazo García, Victoria Eugenia Gutiérrez-Marfileño
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