This is a report on an investigation of the differences between English teachersâ belief in effective teaching and their real practice inÂ remote-area schools in Indonesia. It is assumed that their beliefs play an important role inÂ influencing their decision in the classroom. It also uncovers the possible factors causing theÂ differences. A descriptive study using retrospective method was employed using aÂ questionnaire and an interview to 15Â respondents participating in a Teacher Professional Education. The findings indicate that their beliefs about instructional objectives, materials, approach, classroomÂ management, instructional media, and assessment are not always reflected in implementations due to practical reasons or changes of belief either in a positive or negative way.
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