Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching

İnceçay, Görsev

doi:10.1016/j.sbspro.2011.03.061

Cited by 14 publications

(14 citation statements)

References 3 publications

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“…The decision teachers made mostly based on their perception on students' needs. It is in line with Johnson (1994) cited by Inceçay (2011) who states that belief influences both perception and judgment which affect what teachers say and do in the classroom. This is cleared by Mehr, Kazemi, & Omidvari (2015) who conducted a study about the effect of teachers' beliefs in their instructional practices.…”

supporting

confidence: 88%

Exposing ESP Teacher’s and Students’ Perception about Teaching Speaking for Tourism Program

Khoirunnisa¹,

Suparno²,

Supriyadi³

2018

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This study was framed in English for Spesific Purposes to look into the teacher’s and students’ perception about teaching speaking for Tourism Program. To this end, ten male and female Tourism students and their English teacher in one of private Vocational High School in Surakarta were purposively selected as the participants in this study. They were invited to take part in semi-structured interview. The findings showed that English for Tourism emphasizes more in building students’ speaking skill. All participants shared their positive perceptions toward teaching speaking for Tourism Program. The students perceived that speaking was very crucial for them since it gave such impact to their future career. Nevertheless, there were several difficulties students faced in the learning process including grammar, pronunciation, vocabulary, content. There were also some challenges such as lack of confidence, low motivation and limited learning material. However, both teacher and students were actively involved in overcoming those barriers. This study shed light on the importance of collaboration between teacher and students. It is suggested that they should work closely to improve the quality of ESP program.

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supporting

confidence: 88%

Exposing ESP Teacher’s and Students’ Perception about Teaching Speaking for Tourism Program

Khoirunnisa¹,

Suparno²,

Supriyadi³

2018

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“…Lortie [22] argues that throughout this process, students learn from their teachers and replay their actions once they become teachers. This view has been shared by other authors [5,16,24], who have suggested that the experiences of students inside the classroom should be explored and critiqued in their own right. In an early study, Tabachnick and Zeichner [31] investigated the modifications that student teachers experiment with during the practicum period, and found that a great deal of these student teachers' perspectives solidified rather than changed, and that their schooling experiences were dismissed as an important source of reflective practice.…”

Section: Apprenticeship Of Observationmentioning

confidence: 68%

What Learning Can Do to Teaching: Assessing the Impact of Apprenticeship of Observation on Pre-service Teachers’ Beliefs

Cancino

Durán

Solorza

2020

English Teaching & Learning

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Past school experiences have been found to influence English as a Foreign Language (EFL) pre-service teachers' beliefs and their teaching choices. Although a great deal of research has addressed the idea that EFL/ESL teaching behaviour may be influenced by teachers' proficiency level, their personal ideals and beliefs, and their social and economic environment, few studies have attempted to understand and explore the role that 'apprenticeship of observation'-i.e. the thousands of hours that EFL pre-service teachers have spent as students in classrooms before entering teacher education programmes-plays in the shaping of teacher beliefs with EFL pre-service teachers. To this end, a qualitative multiple case study that included narrative frames and semistructured interviews was conducted with eight students in a teaching training programme at a Chilean private university. Findings suggest that these pre-service teachers were strongly influenced by several aspects of apprenticeship of observation, as it led them to replicate or avoid their school teachers' practices depending on their context. It is argued that pre-service teachers should become aware of how their prior learning experiences influence their current teaching practices in order to improve the reasoning behind their teaching choices.

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“…There are a lot of researches that claims that teachers' beliefs do not go hand in hand with their teaching practice (Graham, Santos, & Francis-Brophy, 2014;Li, 2013;Richardson, Anders, Tidwell, & Lloyd, 1991;Spawa & Hassan, 2013;Wilkins, 2008). On the other hand, there are also some studies that found teachers' teaching beliefs affect teachers' teaching practices (Farrell & Ives, 2014;Inceçay, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs and Practices in Teaching Listening

Sah¹,

Shah²

2020

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English is considered one of the most important languages in the world and among all of the four skills, listening is considered the most important skill. However, listening has been neglected in the classroom and less research has been done regarding listening. The purpose of this study is to examine the beliefs and teaching practices of teaching listening towards low proficiency students. The result of this study was taken from a preliminary study, with quantitative study as the research design and questionnaire was used as the instrument. The target population of this study was 25 (n = 25) Form 1, 2 and 3 teachers who are teaching in five different schools in a district in Sabah, Malaysia. The findings suggest that most teachers believe that the lack of vocabulary among students is the biggest obstacle for students in learning listening comprehension. The study also suggests that most teachers often practice direct instruction and drilling in teaching listening comprehension. The result of this study should be able to help teachers reflect on their beliefs and how it is shown through their teaching practices. It also can help teachers to understand better the teaching of listening to improve their teaching skills. It is suggested that more research need to be done in the area of listening comprehension in Malaysian schools.

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Pre-service teachers’ language learning beliefs and effects of these beliefs on their practice teaching

Cited by 14 publications

References 3 publications

Exposing ESP Teacher’s and Students’ Perception about Teaching Speaking for Tourism Program

Exposing ESP Teacher’s and Students’ Perception about Teaching Speaking for Tourism Program

What Learning Can Do to Teaching: Assessing the Impact of Apprenticeship of Observation on Pre-service Teachers’ Beliefs

Teachers’ Beliefs and Practices in Teaching Listening

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