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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
HU Pingping, ZHAO Wenjia
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DOI:10.17265/2161-623X/2025.07.002
Zhejiang Normal University, Jinhua, China
Despite the substantial research on the relationship between teachers’ beliefs and their instructional practices, little has been known about the correlation between the two among which teachers’ beliefs exert the most important influence on instructional practices. This study aims to explore the correlation between college English teachers’ beliefs and their instructional practices, employing classroom observation, semi-structured interviews, and questionnaires as research instruments. The findings revealed that teachers’ beliefs, both as an overall construct and in each distinct dimension—including beliefs about professional development, curriculum objectives, and teaching purposes—exhibited significant correlations with their instructional practices. Among these, the two aforementioned belief dimensions were identified as the most influential predictive variables.
teachers’ beliefs, instructional practices, the beliefs about teacher’s professional development, the beliefs about the purpose of curriculum and the purpose of teaching, correlation
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