Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Sheridan, Lynnaire

doi:10.14221/ajte.2016v41n3.1

Cited by 33 publications

(39 citation statements)

References 47 publications

(80 reference statements)

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“…A study in Ontario, Canada revealed that although there was recognition of the need for diversity in teacher education, ìvarious groups ñ including first-generation students, students with disabilities, students of Aboriginal descent, and other racialized minorities ñ are underrepresented in Ontarioís colleges and universitiesî (Holden & Kitchen, 2018, p. 45). In relation to studentcentred learning as it relates to lifelong learning, Sheridan (2016) argued that best practices such as student-centred pedagogy required ìcomprehensive and sophisticated pedagogyî to help pre-service teachers link personal beliefs and practical teaching experiences.…”

Section: Resultsmentioning

confidence: 99%

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

Sunthonkanokpong

Murphy

2019

Journal of Teacher Education for Sustainability

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Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped countries. This emphasis on the supply of teachers is in recognition of the fact that the quality of education ultimately depends on teachers. In general, there is widespread agreement that teacher education has an important role to play in the achievement of the SDG 4 targets. However, there has been limited attention in the literature to SDG 4 in a context of teacher education. This paper aims to contribute to the literature on SDG 4 and teacher education. The paper first presents a conceptual framework pertaining to quality, equity, inclusion, and lifelong learning. Next, the framework is applied to the case of Thailand to identify examples of progress the country is making in support of realization of SDG 4 in teacher education. The framework with the four concepts can be applied by researchers to identify examples of progress on SDG 4 in teacher education in other countries and contexts.

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Section: Resultsmentioning

confidence: 99%

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

Sunthonkanokpong

Murphy

2019

Journal of Teacher Education for Sustainability

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“…The limited studies on the change of teachers" cognition have contradictory findings. Challenging the assumptions that the pre-service teachers" beliefs are inflexible (Kagan, 1992;Peacock, 2001) and these beliefs remain stable (Borg, 2005) even resistant against teacher education program and teaching practicum (Kunt & Ozdemir, 2010;), some recent studies detected noteworthy changes in pre-service teachers" cognition particularly as a result of teaching practicum (Cabaroglu & Roberts, 2000;Gürsoy, 2012;Debreli, 2012;Yuan & Lee, 2014;Sheridan, 2016;Kavanoz, Yüksel & Varol, 2017).…”

Section: Change In Pre-service Teachers' Cognition and Practicummentioning

confidence: 99%

The Change in ELT Pre-service Teachers’ Cognition During Teaching Practicum

Yüksel¹,

Başaran²

2019

JETS

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The aim of this study was to examine the change of ELT pre-service teachers" cognition during teaching practicum uncovering their beliefs regarding language teaching, being a teacher and dynamics of practicum. To adopt a comprehensive perspective on how the participants" cognition evolved as a result of practicum, qualitative research design with open-ended surveys before and after the practicum process was conducted with ELT pre-service teachers. The findings were evaluated and discussed in terms of a certain framework with change categories of Cabaroglu and Roberts (2000). The results indicated that the practicum is apt to change the pre-service teachers" beliefs through awareness, elaboration, addition, re-ordering and reversal as a result of practicum. As the results suggest the practicum provides a real-life context for the pre-service teachers, they could adopt their grounded beliefs, which were acquired as language learners, and transform them into language teachers" beliefs. As the participants stated the mentor, supervisor and classroom dynamics enabled such transformation, mostly in positive route. However, there are some stable beliefs that did not change during the practicum. The participants kept some functioning beliefs for their teaching practice. The results implied the complexities of the practicum process on the pre-service teachers" cognition.

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“…To investigate the beliefs of eleven pre-service English teachers about teaching and learning English, 30 Likert-scale items were divided into six different categories which ranged from 1 (strongly disagree) to 4 (strongly agree). The questionnaire was adapted and modified from [18], [19], [20] idea focusing not only on the subject matter but also on the other important components of teaching and learning English such as the use of English in EFL lessons, the teacher role, the student role, the teaching components (material and resources, EFL activities, learning aims, contents, teaching methodologies, assessment), the role of curriculum, and the relationship between the curriculum and the course book content.…”

Section: Methodsmentioning

confidence: 99%

Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher

Aimah¹,

Rukmini²,

Saleh³

et al. 2020

Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2

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Beliefs play an important role in determining the success of teaching and learning in the classroom. Teachers must not only consider the subject matter taught but also the other components which are also very fundamental to build the quality of teaching and learning. This study aims at identifying eleven pre-service English teachers' beliefs about teaching and learning English in microteaching guided by an expert secondary English teacher at Universitas Muhammadiyah Semarang, Indonesia. A case study was employed in which questionnaire and interview were administered to collect the data from the participants. The result reveals that there are six categories of beliefs about teaching and learning English determining the success of carrying out the instructional process. They are English use-oriented beliefs, teacher role-oriented beliefs, student role-oriented beliefs, teaching components-oriented beliefs, curriculum oriented-beliefs, and curriculum and course book content relationship-oriented beliefs. Those categories could not be separated and are closely related to each other to implement the teaching and learning process. Therefore, pre-service English teachers need to possess themselves with the knowledge of professional and pedagogy to help them in designing meaningful learning to the students.

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Examining Changes in Pre-service Teachers’ Beliefs of Pedagogy

Cited by 33 publications

References 47 publications

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education

The Change in ELT Pre-service Teachers’ Cognition During Teaching Practicum

Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher

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