Transforming Professional Learning into Practice.

摘要: In this qualitative case study, we explored how ten EFL teachers who attended an in-service staff development programme subsequently integrated professional learning into their classroom practice, and which practices were effective in process. We triangulated data from interviews, observations, document analysis. The subjected to content results indicated that the transformation of experiences started with self-reflection, initiated changes teachers’ pedagogical beliefs. further although major practice followed beliefs, there was interactive relationship between beliefs long term. revealed could be regarded as part a more complex dynamic system where teacher self-efficacy motivation operated affective filter practice.