Exploring the Professional Beliefs of an EFL Teacher: A Narrative Inquiry

The applied science model of teacher education implies that the relationship between theory and practice is unidirectional. In this study, however, the researchers make a case in the opposite direction, i.e., they believe that professional practice can also shed some light on theories of language teaching. Since narrative inquiry is best for capturing the detailed stories or life experiences of a single life, the researchers took it as a legitimate mode of research to uncover and make sense of the professional experience of an experienced and professionally popular language teacher. Analysis revealed six themes, which reflect the participant’s professional beliefs. Among other things, she believes that optimizing teaching practice depends on maximizing learner involvement, focusing on responsive teaching, leaving room for practice, and personalizing practice. The study has clear implications for practitioners and teacher educators