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Abstract

The applied science model of teacher education implies that the relationship between theory and practice is unidirectional. In this study, however, the researchers make a case in the opposite direction, i.e., they believe that professional practice can also shed some light on theories of language teaching. Since narrative inquiry is best for capturing the detailed stories or life experiences of a single life, the researchers took it as a legitimate mode of research to uncover and make sense of the professional experience of an experienced and professionally popular language teacher. Analysis revealed six themes, which reflect the participant’s professional beliefs. Among other things, she believes that optimizing teaching practice depends on maximizing learner involvement, focusing on responsive teaching, leaving room for practice, and personalizing practice. The study has clear implications for practitioners and teacher educators.

Keywords

Narrative Inquiry, Theorizing Practice, Professional Beliefs, EFL Teacher

Author Bio(s)

Seyyed Ali Ostovar-Namaghi (PhD in TEFL) is currently a full-time associate professor of TEFL at the department of applied linguistics, University of Shahrood, Iran. He teaches both graduate and undergraduate courses including language teaching methodology, research methodology, materials development, and EAP. His chief research interest is language teacher education, grounded theory, and theories of practice. He has published in a number of leading peer-reviewed journals. He is also a full member the editorial board of some journals in applied linguistics and language teaching. Correspondence regarding this article can be addressed directly to: Seyyed Ali Ostovar-Namaghi at, saostovarnamaghi@yahoo.com

Shabnam Norouzi is an MA TEFL candidate at the department of applied linguistics, University of Shahrood, Iran. Currently, she is teaching conversational skills to EFL learners at private language schools of Tehran, the capital city of Iran. Correspondence regarding this article can also be addressed directly to: Shabnam Norouzi at, shabnam.norouzi5@gmail.com

Mobina Hosseini is an MA TEFL candidate at the department of applied linguistics, University of Shahrood, Iran. Her chief research interest is language teacher efficacy. Currently, she is teaching at private language schools of Babol, a major city in Mazandran province, Iran. Correspondence regarding this article can also be addressed directly to: Seyyedeh Mobina Hosseini at, hosseini.mobina@yahoo.com

Publication Date

12-14-2015

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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