Interplay between Beliefs about Reading Stratagems and Classroom Practices of Secondary School Teachers in Teaching Reading Comprehension

  • Itbar Khan Faculty of Education, University of Malakand
  • Farooq Nawaz Khan Center for Education and Staff Training, University of Swat
  • Nazia Saeed Faculty of Education, University of Malakand
Keywords: Teachers’ Beliefs, Reading Strategies, Classroom Practices, Teaching of Reading in Pakistan

Abstract

The current study is built on the idea that teachers’ classroom practices are influenced by their belief system. The research investigated the beliefs of teachers about the position of reading stratagems, and their classroom implementation among 141 secondary school English teachers and found the association between their beliefs about the position of reading comprehension stratagems and their classroom application. It is a descriptive study, data were collected through a questionnaire. Means and Pearson correlation were calculated for finding out the relationship between the variables. The study found that reading stratagems in reading comprehension and their practices in classrooms are positively correlated. The study recommends understanding the conceptions of English language teachers in schools for the effective teaching of English in general and reading stratagems in particular.

Published
2020-09-22
How to Cite
Itbar Khan, Farooq Nawaz Khan, & Nazia Saeed. (2020). Interplay between Beliefs about Reading Stratagems and Classroom Practices of Secondary School Teachers in Teaching Reading Comprehension. Research Journal of Social Sciences and Economics Review (RJSSER), 1(3), 56-62. https://doi.org/10.36902/rjsser-vol1-iss3-2020(56-62)