Pre-service Teachers’ Belief Change and Practical Knowledge Development during the Course of Practicum

Debreli, Emre

doi:10.11114/jets.v4i7.1513

Cited by 16 publications

(25 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings under the category of elaboration and reordering indicated such change. The influence of practicum and real classroom and such potential change observed in this study were also put forth by Debreli (2016) and Tang, Lee & Chun (2012). They also observed how teaching practice reshaped the pre-service teachers" beliefs.…”

Section: Discussionsupporting

confidence: 66%

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

Yüksel¹,

Başaran²

2019

JETS

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 66%

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

Yüksel¹,

Başaran²

2019

JETS

View full text Add to dashboard Cite

show abstract

“…The results showed that student teachers' engagement in teaching practicum seemed to have a higher impact on the development of the beliefs about language learning and teaching. In another study (Debreli, 2016), the researcher explored the nature of change processes that pre-service teachers undergo throughout their training and the type of beliefs about learning and teaching in terms of their experiences in a nine-month period. The result indicated that pre-service teachers confronted with many difficulties when their theoretically gained beliefs were confronted with the practically gained reality.…”

Section: Literature Reviewmentioning

confidence: 99%

Qualitative Research: The Pre-Service Efl Teachers’ Opinions on Teaching Practicium

Can

Baştürk

2018

Trakya Üniversitesi Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

ÖZ:Bu çalışma uygulama okullarında Öğretmenlik Uygulaması dersini alan İngilizce aday öğretmenlerinin öğretmenlik uygulaması, uygulama öğretmeni, uygulama öğretim elemanı ve aday öğretmenlerin öz performans değerlendirmeleri ile ilgili görüşlerini ortaya çıkarmak amacıyla yapılmıştır. Araştırma 2015-2016 eğitim-öğretim yılında Balıkesir Üniversitesi Necatibey Eğitim Fakültesi İngilizce Öğretmenliği Anabilim dalında Öğretmenlik Uygulaması dersini alan 37 aday öğretmeni kapsamaktadır. Bu nitel çalışmada veri toplama aracı olarak katılımcıların öğretmenlik uygulaması, uygulama öğretmeni, uygulama öğretim elemanı ve katılımcıların öz performans değerlendirmelerini içeren açık uçlu sorulardan oluşan bir anket kullanılmıştır. Bu çalışmada ikinci olarak mülakat ve son olarak katılımcıların duygu ve düşüncelerini yazdıkları deneme yazıları nitel veri toplamak amacıyla kullanılmıştır. Çalışmanın sonucu aday öğretmenlerin gerçek sınıf ortamında İngilizce öğretmeleri sayesinde birçok farklı konuda tecrübe kazandıklarını ortaya koymuştur. Çalışma aynı zamanda aday öğretmenlerin öğretmenlik uygulaması, uygulama öğretmenleri, uygulama öğretim elemanları ve kendi performanslarını değerlendirme konusundaki olumlu görüşlerinin olumsuz görüşlerine göre daha ağır bastığını ortaya çıkarmıştır. Çalışma katılımcıların olumlu ve olumsuz görüşlerinin nedenlerini ortaya koyması bakımından literatürdeki diğer çalışmalardan farklılık göstermektedir. Çalışmanın sonucu, aday öğretmenlere iyi nitelikte bir eğitim verme sorumluluğunu Eğitim Fakültelerindeki Yabancı Diller Bölümleri ile Milli Eğitim Bakanlığı'nın birlikte paylaşmaları gerektiğini ortaya koymuştur. Bulguların ışığında uygulamaya yönelik bazı tavsiyelerde bulunulmuştur. evaluations of their performance. The sample group consisted of 37 pre-service EFL teachers taking Teaching Practicum in the department of English Language Teaching, at Balıkesir University, Turkey in the 2015-2016 academic year. The data collection instruments were a questionnaire, which was composed of open-ended questions about the pre-service EFL teachers' opinions on the course itself, practice teachers, teacher trainers and about their own self-evaluations of their performance as well as in-depth interviews and essay papers which included the participants' views and opinions. The results indicated that the pre-service EFL teachers seemed to have experience on a wide variety of issues thanks to teaching English in real class settings. The study showed that their positive opinions on aforementioned issues outweighed the negative ones. Since the study revealed the causes of their positive and negative opinions, it differed from the previous studies in the literature. It was concluded from the results that the departments of foreign language teaching in the faculties of education and the Ministry of National Education should share the responsibility of offering good quality training to pre-service teachers. In the light of the findings, some practical recommendations were noted.

show abstract

“…Estos resultados coinciden con los aportados por Özmen (2012) respecto a la importancia de combinar teoría y práctica, y los de Wong (2010) sobre el papel de las nuevas experiencias de aprendizaje y los cambios de actitud. Debreli (2016), también, destaca la dificultad de los participantes en su estudio para llevar a la práctica los conocimientos teóricos que informaban sus creencias y explica que, una vez advirtieron que los enfoques y técnicas aprendidos no siempre eran eficaces en el contexto real, respondieron de manera flexible, en unos casos, adaptando ese conocimiento a la realidad del aula, mientras que en otros demostraron poca capacidad de reflexión y adaptación, recurriendo a métodos y enfoques más tradicionales fruto, seguramente, de su propia experiencia de aprendizaje anterior. Concluye, por lo tanto, que las creencias iniciales son ajenas a la práctica, es decir, se conforman independientemente de la práctica, y que el conocimiento teórico no es suficiente para resolver situaciones propias del aula que demandan un repertorio amplio de técnicas de enseñanza y capacidad de adaptación.…”

Section: Las Creencias Del Profesorado En Formación Inicialunclassified

Enseñanza del inglés en el máster de secundaria: las creencias del profesorado en formación inicial

Cubas¹

2019

qurricul

View full text Add to dashboard Cite

ResumenLas creencias del profesorado en formación inicial sobre el aprendizaje de lenguas extranjeras están determinadas por las experiencias de aprendizaje propias y funcionan como filtros que pueden condicionar su formación y actuación profesional futura. Numerosos estudios concluyen que estas creencias son resistentes, pero se pueden cambiar. Este trabajo identifica cuatro aspectos de las prácticas externas del Máster de Formación del Profesorado de Secundaria que propiciaron ese cambio: la falta de competencia en la lengua extranjera de los estudiantes de secundaria, la escasa motivación por aprenderla, la metodología de aula observada y las propias experiencias de aprendizaje del profesorado en formación. Palabras clave: creencias del profesorado, formación inicial del profesorado, lenguas segundas y extranjeras. AbstractPre-service teachers' beliefs about foreign language learning are heavily influenced by their prior learning experience. These beliefs act as filters through which new knowledge is interpreted and teaching decisions in the professional context are taken. Numerous studies conclude that beliefs are resistant but can be changed. This paper presents four aspects of the practicum phase of the Masters' Degree of Secondary Education that actually contributed to change: secondary students' little competence in the foreign language; their lack of motivation to learn it; the teaching methodology observed and pre-service teachers' consciousness of their prior learning experience.

show abstract

Pre-service Teachers’ Belief Change and Practical Knowledge Development during the Course of Practicum

Cited by 16 publications

References 20 publications

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

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

Qualitative Research: The Pre-Service Efl Teachers’ Opinions on Teaching Practicium

Enseñanza del inglés en el máster de secundaria: las creencias del profesorado en formación inicial

Contact Info

Product

Resources

About