Abstract
The study is an attempt to explore the tensions that leads to a gap between core and peripheral
instructional beliefs leading to the classroom practices of Secondary School English Teachers in the
cultivation of students’ reading skills. Following qualitative phenomenological approach, the study
was designed to explore the live experiences through interview protocols from experienced teachers
teaching English at Secondary school level. The collected data were analyzed following interpretative
approach. The results explored that there was a complete fiasco related to the teaching of reading
skills development on the part of the school. Although, the teachers believed that teaching reading
skills do need adoption of some well- known strategies yet the examination pattern and the demands
of the students and parents were better met otherwise, which means deviation from the National
Curriculum, 2006 document. This is the main reason for the obstacles that impede in creating
powerful readers. Other contextual factors such as time constraints, classroom management as well
as official concerns do intervene which make the teaching of the reading skill as non- existent.
Amir Rahman. (2021) Exploring Tensions between English Teachers’ Core Beliefs and Peripheral Beliefs in Teaching Reading, Journal of Educational Research & Social Sciences Review , Volume-1, Issue-1.
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