Impact of In-Service Educational Training on Teacher Beliefs

Changes in Practices : An Exploratory Study

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A Sequel to INSET This book explores the impact of In-service Educational Training (INSET) Programs on implicitly held beliefs of teachers on teaching and learning. INSET programs are an essential empowerment for teacher development and critical practice. ‘Teacher beliefs’ is a complex set of understandings which shape and direct the work of teaching (Elzab, 1983). Teacher development programs which provide opportunities to participants to reflect on their beliefs and make those beliefs ‘explicit’ will be more likely to enhance the pedagogical understandings of teachers. As the teachers’ beliefs are “instrumental in shaping what goes on in their classrooms” (Johnson, 1994: 440), the results can then form a basis for discussions about second language learning/acquisition, and possible connections be made between their beliefs and their teaching practices. This book takes the readers through an INSET program and shows the areas of the program that are effective and areas that need revisions in bringing changes in teacher beliefs and teaching practices, thus providing rich information for educators and teacher trainers.


Dr. Meenalochana Inguva


Dr. Meenalochana Inguva works as teaching faculty in the Centre for Preparatory Studies, Sultan Qaboos University, Muscat. She has two master’s degrees in arts and Education besides two degrees in Research (M.Phil. and Ph.D.) in English Language Teacher Education from the English and Foreign Languages University, India.

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Publishing House:

LAP LAMBERT Academic Publishing


teacher belief, professional development, In-Service Training, impact, Changes

Product category:

EDUCATION / Administration