BELIEFS ABOUT TEACHING, CURRICULUM AND LANGUAGE TEACHING AS A PROCESS
Abstract
This article delves into the multifaceted realm of beliefs about teaching, curriculum, and language teaching as a dynamic process. It explores the interconnected nature of these three elements, recognizing that teachers' beliefs significantly influence their pedagogical practices, curriculum design, and ultimately, the learning experience of their students. The article examines various perspectives on teaching and learning, highlighting the impact of constructivism, learner-centered approaches, and communicative language teaching on curriculum development and classroom practices. It also discusses the importance of reflecting on and challenging existing beliefs to promote continuous professional development and foster more effective language acquisition.
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References
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