TEACHERS' BELIEFS AND PRACTICES IN TEACHING READING COMPREHENSION: A STRUCTURED NARRATIVE REVIEW AND PEDAGOGICAL SYNTHESIS

Abstract

Every teacher has their own belief about how the reading should be taught, and this belief will influence what they do in the classroom. Sometimes the teacher believes that the students must read actively but in the class the teacher only translates the text sentence by sentence. This article discusses teachers' beliefs and practices in teaching reading comprehension. The method used is literature review from international journals about teacher cognition and reading. The result shows that most teachers have a good belief about reading strategy and active reading, but the practice is often different because of the examination, the time, the big class, and also the textbook. Therefore the teacher needs training and also the chance to reflect on their own teaching so that the belief and the practice can be the same.