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dc.contributor.advisor El Essawi, Raghda
dc.contributor.author Abdelrehim, Ghada Abdalla Ibrahim
dc.date.accessioned 2017-02-02T12:05:07Z
dc.date.available 2017-02-02T22:00:13Z
dc.date.created Fall 2016 en_US
dc.date.issued 2017-02-02
dc.identifier.uri http://dar.aucegypt.edu/handle/10526/5023
dc.description.abstract 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. en_US
dc.format.extent 135 p. en_US
dc.format.medium theses en_US
dc.language.iso en en_US
dc.rights Author retains all rights with regard to copyright. en
dc.subject Teaching methodology en_US
dc.subject.lcsh Thesis (M.A.)--American University in Cairo en_US
dc.title An exploratory study of teachers’ beliefs and practices regarding the class opening by teachers of Arabic to speakers of other languages (TASOL) en_US
dc.type Text en_US
dc.subject.discipline Teaching Arabic as a Foreign Language en_US
dc.rights.access This item is available en_US
dc.contributor.department American University in Cairo. Arabic Language Institute en_US
dc.description.irb American University in Cairo Institutional Review Board approval has been obtained for this item. en_US
dc.contributor.committeeMember Aboul Seoud, Dalal
dc.contributor.committeeMember Hassan, Mona


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  • Theses and Dissertations [1866]
    This collection includes theses and dissertations authored by American University in Cairo graduate students.

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