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An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL)
This study examined the beliefs of teachers of Arabic to speakers of other languages (TASOL) about class openings and the interplay between such beliefs and teacher’s in-class practices regarding class opening as the first introductory part of a lesson. A questionnaire of three parts was given to tw...
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| Format: | Thesis |
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AUC Knowledge Fountain
2016
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| _version_ | 1867613409508327424 |
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| access_status_str | Open Access |
| author | Abdelrehim, Ghada Abdalla Ibrahim |
| author_browse | Abdelrehim, Ghada Abdalla Ibrahim |
| author_facet | Abdelrehim, Ghada Abdalla Ibrahim |
| author_sort | Abdelrehim, Ghada Abdalla Ibrahim |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | This study examined the beliefs of teachers of Arabic to speakers of other languages (TASOL) about class openings and the interplay between such beliefs and teacher’s in-class practices regarding class opening as the first introductory part of a lesson. A questionnaire of three parts was given to two groups of TASOL: the first group comprised 63 randomly selected teachers, to provide their beliefs in general about class opening. Observations and interviews were administered to the second group of teachers (30 observations and 10 interviews were conducted) to highlight the mentioned interplay. The investigated beliefs were inspired by similar studies and TBQ (Teacher Belief Questionnaire). The observation process involved using observation notes and an observation checklist by the researcher. Overall, the results of this study indicate that class opening beliefs of most participants suggest a realization of the importance of this part of the lesson. However, it also highlights that most teachers give priority to cognitive practices at the expense of affective ones recommended by the field. The study also sheds light on the convergence between teacher beliefs and practices as well the level of divergence, calling into question the widely held assumption that the latter is driven by the former. Index Terms—teachers’ beliefs, lesson planning, class opening practice, contextual factors. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1371 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:41.195Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1371 An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) Abdelrehim, Ghada Abdalla Ibrahim This study examined the beliefs of teachers of Arabic to speakers of other languages (TASOL) about class openings and the interplay between such beliefs and teacher’s in-class practices regarding class opening as the first introductory part of a lesson. A questionnaire of three parts was given to two groups of TASOL: the first group comprised 63 randomly selected teachers, to provide their beliefs in general about class opening. Observations and interviews were administered to the second group of teachers (30 observations and 10 interviews were conducted) to highlight the mentioned interplay. The investigated beliefs were inspired by similar studies and TBQ (Teacher Belief Questionnaire). The observation process involved using observation notes and an observation checklist by the researcher. Overall, the results of this study indicate that class opening beliefs of most participants suggest a realization of the importance of this part of the lesson. However, it also highlights that most teachers give priority to cognitive practices at the expense of affective ones recommended by the field. The study also sheds light on the convergence between teacher beliefs and practices as well the level of divergence, calling into question the widely held assumption that the latter is driven by the former. Index Terms—teachers’ beliefs, lesson planning, class opening practice, contextual factors. 2016-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/372 https://fount.aucegypt.edu/context/etds/article/1371/viewcontent/Final_20thesis.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Teaching methodology NA NA |
| spellingShingle | Teaching methodology NA NA Abdelrehim, Ghada Abdalla Ibrahim An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) |
| title | An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) |
| title_full | An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) |
| title_fullStr | An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) |
| title_full_unstemmed | An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) |
| title_short | An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) |
| title_sort | exploratory study of teachers beliefs and practices regarding the class opening by teachers of arabic to speakers of other languages tasol |
| topic | Teaching methodology NA NA |
| url | https://fount.aucegypt.edu/etds/372 https://fount.aucegypt.edu/context/etds/article/1371/viewcontent/Final_20thesis.pdf |
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