EXPLORING TEACHER’S LEARNING THROUGH THEIR BELIEFS AND PRACTICES: DEVELOPING A CONCEPTUAL MODEL

Abstract

In this article, I present a discussion on the important and relevant literature on non-native English-speaking teachers (NNEST) who are learning to teach (LT) English/language in a given English language teaching (ELT) context. LT phenomenon is explored and understood through the teachers’ beliefs and practices regarding their ELT and learning to teach English (LTE). By doing so, this article aims to focus on teachers and other academics that are teaching language at different levels. Moreover, it also attempts at establishing a conceptual and theoretical framework regarding LT through the lens of teachers’ beliefs and practices. This model has been further elaborated through an analysis of a small sample of data, thereby indicating its potential for empirical studies on teachers’ learning to teach. Limitations of the current relevant studies on the said phenomenon have been outlined to highlight areas for further research.