exploring english language teaching in ecuadorian secondary schools: teachers’ beliefs about the national curriculum reform

The present study explored the ecuadorian secondary school teachers’ beliefs about teaching efl in the context of national curriculum reform. the data comprised in-depth interviews with 16 teachers from 14 public secondary schools in ecuador. the interviews were semi-structured, and they were guided by a set of questions probing into the teachers’ beliefs about instructional design, assessment, teaching materials, and learning activities. qualitative analysis of the interview transcripts revealed some interesting insights into the ecuadorian teachers’ beliefs and reported practice. the findings showed that the teachers were positive about the principles and innovation in the new curriculum designed by the ministry of education. however, various contextual and practical constraints hindered the teachers from implementing the intended curriculum. these factors included large class size, a lack of teacher training and professional development, and the heavy load caused by compulsory extra-curriculum activities. implications for efl pedagogy and teacher professional development are discussed.

exploring english language teaching in ecuadorian secondary schools: teachers’ beliefs about the national curriculum reform

the present study explored the ecuadorian secondary school teachers’ beliefs about teaching efl in the context of national curriculum reform. the data comprised in-depth interviews with 16 teachers from 14 public secondary schools in ecuador. the interviews were semi-structured, and they were guided by a set of questions probing into the teachers’ beliefs about instructional design, assessment, teaching materials, and learning activities. qualitative analysis of the interview transcripts revealed some interesting insights into the ecuadorian teachers’ beliefs and reported practice. the findings showed that the teachers were positive about the principles and innovation in the new curriculum designed by the ministry of education. however, various contextual and practical constraints hindered the teachers from implementing the intended curriculum. these factors included large class size, a lack of teacher training and professional development, and the heavy load caused by compulsory extra-curriculum activities. implications for efl pedagogy and teacher professional development are discussed.