This module is divided into the following sections:

Author of this module

1.0.1 Overview
1.0.2 Outcomes
1.0.3 The activity cycles
1.0.4 Record of work / assessment
1.0.5 Reading
1.0.6 Acknowledgement

1.1 Activity cycle 1: Introducing teacher beliefs

1.1.1 Outcomes
1.1.2 Individual beliefs and why they matter

1.1.2.1 An experiment in revealing individuality
1.1.2.2 Spotting your differences
1.1.2.3 Same word, different constructs
1.1.2.4 Each teacher is different
1.1.2.5 Beliefs, assumptions, knowledge: a note on terminology
1.1.2.6 Beliefs and action
1.1.2.7 Beliefs and teacher development
1.1.2.8 Introspection and reflection
1.1.2.9 Beliefs as pedagogical baggage
1.1.2.10 A warning!

1.1.3 Tracing your beliefs

1.1.3.1 Activity: the winding road (step 1)
1.1.3.2 Activity: the winding road (step 2)
1.1.3.3 Spotting your past in your teaching: an example
1.1.3.4 Spotting your past in your teaching: an activity
1.1.3.5 Activity: the winding road

1.1.4 Classroom project
1.1.5 Personal beliefs log

1.1.5.1 Making your log
1.1.5.2 First log entry step 1: recording your beliefs
1.1.5.3 First log entry step 2: recording the origin of your beliefs
1.1.5.4 First log entry step 3: critiquing your beliefs
1.1.5.5 First log entry step 4: describing your beliefs in action
1.1.5.6 Building up your log and revisiting earlier entries

1.1.6 Summary

1.2 Activity cycle 2: Beliefs about becoming a teacher

1.2.1 Outcomes
1.2.2 Beliefs on becoming a good teacher

1.2.2.1 Belief statement questionnaire
1.2.2.2 Activity: the 'good' teacher
1.2.2.3 View of teaching I
1.2.2.4 Views of teaching II
1.2.2.5 Product or process?

1.2.3 Changing your mind?

1.2.3.1 Resistance to change

1.2.4 From beliefs to action

1.2.4.1 Planned behaviour and intuitive action
1.2.4.2 A model of planned action
1.2.4.3 Being a teacher: what does it mean to you?
1.2.4.4 Learning to be a (better) teacher

1.2.5 Classroom project
1.2.6 Personal beliefs log
1.2.7 Summary
1.2.8 Key / commentaries

1.3 Activity cycle 3: Beliefs about second language teaching

1.3.1 Outcomes
1.3.2 The 'what' and 'how' of learning a second language

1.3.2.1 Learning and teaching: two sides of the same coin
1.3.2.2 Beliefs about specific aspects of language learning
1.3.2.3 Can languages be taught?
1.3.2.4 Beliefs about the content of language lessons
1.3.2.5 Beliefs about language learning syllabuses
1.3.2.6 Beliefs about how language learning happens
1.3.2.7 The 'learner-centred' teacher's view
1.3.2.8 Learners' assumptions
1.3.2.9 Language learning autobiography

1.3.3 Classroom project

1.3.3.1 Project aims
1.3.3.2 The project

1.3.4 Personal beliefs log
1.3.5 Summary

1.4 Activity cycle 4: Beliefs about your teaching context

1.4.1 Outcomes
1.4.2 Teacher action in context

1.4.2.1 The importance of contextual factors
1.4.2.2 Types of contextual factor
1.4.2.3 How influences combine to affect action
1.4.2.4 A combined model of planned action
1.4.2.5 From behaviour back to beliefs
1.4.2.6 Attitude defined
1.4.2.7 The relative importance of attitudes
1.4.2.8 Perceptions versus 'reality'
1.4.2.9 How reliable are perceptions?
1.4.2.10 Cross-cultural factors
1.4.2.11 Changing perceptions can change behaviour

1.4.3 Classroom project
1.4.4 Activity: If I had my own way...
1.4.5 Personal beliefs log
1.4.6 Summary

1.5 Activity cycle 5: Noticing, challenging and changing beliefs

1.5.1 Outcomes
1.5.2 Reflective practice I

1.5.2.1 Reflecting in action
1.5.2.2 Reflection on action
1.5.2.3 Reflection on action versus reflection in action
1.5.2.4 Activity: Why, why why?
1.5.2.5 Teaching principles

1.5.3 Reflective practice II

1.5.3.1 Critical reflection on experience
1.5.3.2 Insights gained through reflection
1.5.3.3 Awareness of the planning-action-interpretation cycle
1.5.3.4 Reflecting on beliefs
1.5.3.5 From reflection on action to knowledge in action
1.5.3.6 Critical reflection on received knowledge

1.5.4 Using observed behaviour to uncover beliefs

1.5.4.1 The second step towards change
1.5.4.2 Using classroom data
1.5.4.3 Using intentions to uncover beliefs

1.5.5 Classroom project
1.5.6 Personal beliefs log
1.5.7 Summary

1.6 Activity cycle 6: Looking back and looking forwards

1.6.1 Outcomes
1.6.2 Looking back: reviewing your beliefs log

1.6.2.1 The purpose of the review
1.6.2.2 Teaching principles revisited
1.6.2.3 Noticing change

1.6.3 Looking forward: ideas for future action

1.6.3.1 Self-directed professional development
1.6.3.2 Classroom research
1.6.3.3 From experimentation to research
1.6.3.4 Small is beautiful
1.6.3.5 Ten tips for doing classroom research
1.6.3.6 Exploratory practice
1.6.3.7 Micro-research
1.6.3.8 Action research
1.6.3.9 An example of an action research project
1.6.3.10 Future belief monitoring
1.6.3.11 Suggested sources for further information and professional development activities

1.6.4 Classroom project
1.6.5 Personal beliefs log
1.6.6 Summary

1.7 Conclusion

1.8 Appendices

1.9 References

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