This instrumental-comparative qualitative case study attempts to investigate the relations between teachers’ beliefs and classroom practices. For this purpose, five Iranian EFL teachers from three private language institutes were interviewed for their beliefs. Then, their classroom practices were observed and videotaped. The data were analyzed using the constant comparative method around common categories, which were identified as distinctive features of teachers’ beliefs; these same themes were then compared with their practices. The data for each case were also compared with the others so that possible causes of the inconsistencies could be traced. Based on the causes, some suggestions for teacher education and educational management are made.


Teachers’ Beliefs, Teachers’ Practices, Contextual Factors, Iranian ELT

Author Bio(s)

Mohammad Tamimy, B.A, Translation Studies, Alborz Institute of Higher Education, Qazvin, Iran, is currently finalizing his master’s degree in TEFL. He has been working as an EFL (English as a Foreign Language) teacher for about a decade. He has also presented at some international conferences like TELLSI 11. Small group research and qualitative works, especially those entailing socio-cultural dimensions are among his academic interests. Correspondence regarding this article can be addressed directly to: Mohammad Tamimy at, mohammad.tamimy@gmail.com.

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