Examining The Belief Change of Libyan Teachers

Abstract

Recent research has provided valuable insights into teachers’ beliefs and the interplay between beliefs and classroom practices. This paper presents a study that explored the English Language Teaching (ELT) beliefs of ten experienced Libyan English teachers pursuing MA and PhD studies abroad. Data were collected through personal diaries and semi-structured interviews. The study focused on two key areas: whether and how the teachers’ beliefs evolved during their studies abroad, and the origins of these beliefs. Findings revealed that while some pre-existing beliefs were altered, others remained intact. However, in all cases, exposure to alternative perspectives significantly increased participants’ awareness. Furthermore, the study highlighted that the teachers' beliefs stemmed from diverse and multiple sources, which in turn shaped their views and classroom practices in nuanced ways.