Language Teacher Education, Beliefs and Classroom Practices

Focusing on the intersection of language teacher education and pedagogical beliefs, this book investigates how formal education influences teachers' prior beliefs and classroom practices. Through three detailed case studies of English teachers in Turkey enrolled in an MA course, it highlights the evolution of their grammar teaching methods. By examining these dynamics, the work aims to enhance understanding of the factors that support or impede teacher learning, ultimately guiding teacher educators toward more effective training approaches.