What do we need to know as teachers?
1. ‘Teacher thinking’ refers not just to the way we think as teachers, but also to what effect the way we think has on our teaching.
2. Our beliefs as teachers affect our classroom management more than any other element in the classroom.
3. Examining our pro-, inter- and post-active decisions as teachers is the best way to investigate our thinking as teachers.
4. As teachers we are doomed to repeat teaching behaviour that we ‘learnt’ through our ‘apprenticeship of observation’.
5. There is always a mismatch between a teachers ‘espoused’ theories and his/her real classroom behaviour.
6. Teachers’ beliefs, which are formed early in life, are very difficult to change.
7. A teacher will usually have a deeply-rooted (possibly unconcious) view about who his/her learners are, and this view is related to how the teacher believes languages are learned.
8. Taking into account the affective climate in a classroom is likely to affect a teacher’s classroom management decisions.
2. Our beliefs as teachers affect our classroom management more than any other element in the classroom.
3. Examining our pro-, inter- and post-active decisions as teachers is the best way to investigate our thinking as teachers.
4. As teachers we are doomed to repeat teaching behaviour that we ‘learnt’ through our ‘apprenticeship of observation’.
5. There is always a mismatch between a teachers ‘espoused’ theories and his/her real classroom behaviour.
6. Teachers’ beliefs, which are formed early in life, are very difficult to change.
7. A teacher will usually have a deeply-rooted (possibly unconcious) view about who his/her learners are, and this view is related to how the teacher believes languages are learned.
8. Taking into account the affective climate in a classroom is likely to affect a teacher’s classroom management decisions.
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