L2 Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: Variations across Teachers as a Function of Obsessive and Harmonious Passion

مطالعات زبان و ترجمه

Article 12, Volume 55, Issue 2, June 2022, Pages 71-101   

Document Type: Original Article

DOI: 10.22067/jlts.2021.70122.1036

Authors

Mohammad Nabi Karimi^{* 1}; Parisa Ashkani²; Mohammad Bagher Shabani²

¹Foreign Languages Department, Kharazmi University, Tehran, Iran

²Department of English Language, Imam Khomeini International University, Qazvin, Iran

Abstract

Extensive research has been done to investigate the correlation between L2 teachers’ beliefs and their actual practices. The evidence shows that there is not necessarily a relationship between teachers’ actual classroom practices and their beliefs. Given this background, the current study examined the correspondence and non-correspondence between EFL teachers’ cognitive and behavioral manifestations of pedagogical beliefs and effects of teacher passion on the relationship between these two manifestations. The initial participants of the study were 72 male and female EFL teachers teaching at a language institution. From this initial pool of participants, four groups of thirteen teachers were selected to examine the alignment and non-alignment of their pedagogical beliefs and practices. Two groups included teachers who possessed high levels of teacher harmonious and obsessive passion, whereas the other two groups included teachers with low levels of teacher harmonious and obsessive passion. Two instructional sessions per teacher were observed. Comparisons between the four groups of teachers showed that although participants in each group valued pedagogical beliefs relatively equally, only the teachers with high levels of harmonious and obsessive passion showed strong evidence of correspondence in their actual classroom practices. Based on the findings, it can be concluded that teacher passion can play an important role in the correlation between EFL teachers’ self-reported pedagogical beliefs and their actual practices.

Keywords

Cognitive/Behavioral Manifestation; Pedagogical Belief; Teachers’ Cognitive/Behavioral Correspondence; Teacher Passion; Harmonious Passion; Obsessive passion

References

پژوهش، م.، و حسینی فاطمی، آ. (1399). بررسی مفهوم بسندگی زبانی از دیدگاه سیاست­گذاران آموزشی، معلّمان و فراگیران زبان انگلیسی در ایران. مطالعات زبان و ترجمه، 53(2)، 29-55.

 

Andrews, S. (2003). Just like instant noodles: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351–375.  

Arnett, K., & Turnbull, M. (2008). Teacher beliefs in second and foreign language teaching: A state-of-the-art review. In J. Siskin (Ed.), From thought to action: Exploring beliefs and outcomes in the foreign language program (pp. 9–28). New York, NY: Thomas Heinle.

Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40(2), 282–295.

Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243–272.  

Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2011). When passion leads to excellence: The case of musicians. Psychology of Music, 39(1), 123–138.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.  

Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380.

Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100(4), 977–987.  

Crocker, J., & Park, L. E. (2004). The costly pursuit of self-esteem. Psychological Bulletin, 130(3), 392–414.  

Day, C. (2004). A passion for teaching. London, England: Routledge.

Day, C. (2009). A passion for quality: Teachers who make a difference. Tijdschrift Voor Lerarenopleiders, 30(3), 4–13.

Ellis, R. (2012). Language teaching research and language pedagogy. New Delhi, India: Wiley-Blackwell.

Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13–33.  

Fenstermacher, G. D. (1979). When does classroom teaching occur? In M. J. Parsons (Ed.) Philosophy of education 1974: Proceedings of the thirtieth annual meeting of the philosophy of education society (pp. 268-280). New York, NY: Philosophy of Education Society.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1–13.  

Fried, R. L. (2001). The passionate teacher: A practical guide. Massachusetts, MA: Beacon Press.

Jooybary, L., Moradkhani, S., & Yousofi, N. (2017). Differences in reading beliefs/practices of L2 teachers: Undergraduate versus graduate degree holders. Iranian Journal of Applied Linguistics (IJAL), 20(2), 81–111.

Karavas-Doukas, E. (1996). Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50, 187–198.

Karimi, M. N., & Dehghani, A. (2016). EFL teachers’ beliefs/practices correspondence in reading instruction: Does language teacher education make a difference? International Journal of Pedagogies and Learning, 11(1), 35–48.  

Karimi, M. N., & Nazari, M. (2017). The congruity/incongruity of EFL teachers’ beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education, 42(2), 62–80

Karimi, M. N., Abdullahi, K., & Khales Haghighi, J. (2016). English as a foreign language teachers’ self-efficacy as a determinant of correspondence between their professed orientations toward reading and their reading instructional practices. Innovation in Language Learning and Teaching, 10(3), 155–170.  

Kim, H., & Lane, M. (2013, June). Early childhood pre-service teachers’ passion about teaching young children and its impact on adaptive teacher outcomes. Paper presented at the11th Hawaii International Conference on Education, Honolulu, Hawaii.

Lau, K. L. (2007). Chinese language teachers’ orientation to reading instruction and their instructional practices. Journal of Research in Reading, 30(4), 414–428.  

Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69–85.

Liao, X. (2003). Chinese secondary school EFL teachers' attitudes towards communicative language teaching and their classroom practices, (Unpublished doctoral dissertation). The University of Auckland, Auckland, New Zealand.

Liston, D. P., & Garrison, J. W. (Eds.). (2004). Teaching, learning, and loving: Reclaiming passion in educational practice. London, England: Routledge.

Luh, D. B., & Lu, C. C. (2012). From cognitive style to creativity achievement: The mediating role of passion. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 282–288.

Mageau, G. A., Vallerand, R. J., Charest, J., Salvy, S. J., Lacaille, N., Bouffard, T.,  Koestner, R. (2009). On the development of harmonious and obsessive passion: The role of autonomy support, activity specialization, and identification with the activity. Journal of Personality, 77(3), 601–646.

Mirshojaee, S. B., Sahragard, R., Razmjoo, S. A., & Ahmadi, A. (2019). Iranian language teachers’ passion for the profession: A qualitative study. Journal of Research in Applied Linguistics, 10(2), 44–69.

Moe, A. (2016). Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education, 59, 431–437.  

Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation & Research in Education, 20(3), 144–158.

Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293–306.

Nunan, D. (2004). Task-based language teaching. Cambridge, England: Cambridge University Press.

Ogilvie, G., & Dunn, W. (2010). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14, 161–181.  

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

Phelps, P. H., & Benson, T. R. (2012). Teachers with a passion for the profession. Action in Teacher Education, 34(1), 65–76.  

Philippe, F. L., Vallerand, R. J., & Lavigne, G. L. (2009). Passion does make a difference in people’s lives: A look at well‐being in passionate and non‐passionate individuals. Applied Psychology: Health and Well‐Being, 1(1), 3–22.

Philippe, F., & Vallerand, R. J. (2007). Prevalence rates of gambling problems in Montreal, Canada: A look at old adults and the role of passion. Journal of Gambling Studies, 23(3), 275–283.

Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380–390.

Rousseau, F. L., & Vallerand, R. J. (2008). An examination of the relationship between passion and subjective well-being in older adults. The International Journal of Aging and Human Development, 66(3), 195–211.

Ruiz-Alfonso, Z., & León, J. (2016). The role of passion in education: A systematic review. Educational Research Review, 19, 173–188.

Ruiz-Alfonso, Z., & León, J. (2019). Teaching quality: Relationships between passion, deep strategy to learn, and epistemic curiosity. School Effectiveness and School Improvement, 30(2), 212–230.

Sarason, S. B. (1998). Political leadership and educational failure. California, CA: Jossey-Bass.

Speer, N. M. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58(3), 361–391.  

Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., ... & Marsolais, J. (2003). Les passions de l'ame: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756−767.

Vallerand, R. J., Mageau, G. A., Elliot, A. J., Dumais, A., Demers, M. A., & Rousseau, F. (2008). Passion and performance attainment in sport. Psychology of Sport and Exercise, 9(3), 373–392.  

Vallerand, R. J., Salvy, S. J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M., & Blanchard, C. (2007). On the role of passion in performance. Journal of Personality, 75(3), 505–534.  

Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441–461.

Wilson, M. S., & Cooney, T. J. ( 2002). Mathematics teacher change and development. The role of beliefs. In G.C. Leder, E. Pehkonen & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127–148). London, England: Kluwer Academic Publishers.