Teachers' beliefs on the purpose of learning, teachers' and students' role as well as on the classroom interaction

Abstract

Classroom interaction and the teachers' beliefs are important in the process of effective learning process. In the first part of this paper reports the author provides exploratory findings of the studies focusing on the beliefs and the classroom interactions. The second part attempts to unveil the relationship between teachers' beliefs and classroom interaction and their actual practices. The findings of the study indicate contradiction between teachers’ beliefs and their actual practices which will be discussed in detail in an other study.