Impact of Teacher Beliefs on Planning ESL Reading Lessons


The challenges brought about by the pandemic have reaffirmed that individuals’ beliefs are integral to humans, as they help orient and interpret our social and personal experiences. Similarly, teacher beliefs towards education are shown to be an ever more important factor in shaping frontline practitioners’ teaching practices. In the Chinese classroom, however, teacher beliefs and their knowledge are often downplayed because of the prevailing classroom practices influenced by the enduring Confucian Heritage Culture. Despite the substantial number of studies on the correlation between teacher beliefs and their classroom practices, there are limited studies which investigate the interplay between practitioners' beliefs and lesson planning, a crucial stage that informs and guides the actual classroom practices. This study set out to investigate Hong Kong teachers’ beliefs and their interplay with instructional planning for ESL reading lessons. Adopting a multiple case study approach, four in-service teachers with varying years of experience were invited to partake in the study. Data collected from the teachers’ self-designed lesson plans, teaching materials, self-reflections, and semi-structured interviews were inductively coded and analysed. The findings revealed that both teachers’ epistemological and pedagogical beliefs had significant impacts on instructional planning in terms of structuring and designing lesson activities. However, these elements were subject to the influence of contextual and external factors. Results suggested that there is an urge to further develop teachers’ awareness towards their own belief systems through professional development.

Author Information
Vivaldi Chung, University of Cambridge, United Kingdom

Paper Information
Conference: PCE2023
Stream: Teaching Experiences

This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Chung V. (2023) Impact of Teacher Beliefs on Planning ESL Reading Lessons ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings
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Posted by James Alexander Gordon