1.8 Rationale for the Study

Pajares (1992) argues that the investigation of teachers' beliefs "should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot" (p.307). The research of Jakubowski and Tobin (1991) suggests that teachers' metaphors and beliefs not only influence what teachers do in the classroom, but that changes in these same metaphors and beliefs can result in changes in teachers' practices. Brousseau, Book and Byers (1988) affirm that knowledge gained through investigation of teachers' beliefs can provide insight for teacher education programs and instructional leaders. They argue that the first step toward understanding how to affect the process of schooling would be to understand the values and beliefs of those who drive those processes. Understanding teachers' beliefs and how they are impacted on by a change in context or environment is a necessary first step in bringing about positive change in teaching and learning.

As interest grows in use of the Internet for teaching and learning, we must ensure that teachers are able to fully capitalize on the potential that this new environment has to offer for the learning of FSFL. Teachers can be assisted in this effort by professional development that builds on their existing beliefs and knowledge. However, both pre- and in-service efforts may well miss their mark if they are premised on assumptions inconsistent with teachers' beliefs and implicit theories. We must be assured that teaching represents a true innovation and evolution. Ideally, such teaching will not aim to "extend or replicate the classroom model" (Bates, 1996) but, instead, will dramatically transform it. Understanding teachers' beliefs about teaching and learning in OLEs will undoubtedly provide the type of insight needed in order to work effectively with teachers to assist them in evolving their beliefs.