The Effects of Apprenticeship of Observation on Teachers Attitudes towards Active Learning Instruction

Abstract

Abstract. Active learning instruction is promoted by the most recent version of the National Program for the Development of Education in Kazakhstan as it is believed to provide more meaningful learning and deeper understanding compared to traditional instruction. In order to achieve greater utilization of the instructional approach at schools, teachers must be aware of active learning techniques and know how to use them. This paper studies whether 'apprenticeship of observation' during a graduate course using active learning techniques has an impact on novice and experienced teachers' attitudes towards active learning instruction. The study used data from a survey of students taking the course, which was focused on educational issues rather than methodological training. The results of the study confirmed the hypotheses that 'apprenticeship of observation' has an influence on teachers not only during pre-service training, but also at later stages of their careers, when they become involved in professional development or continuing education. This influence was especially obvious for teachers with no or little exposure to professional development. Based on these results the paper also suggests some practical implications. Limitations and biases that could affect results are also mentioned. Keywords: active learning instruction, apprenticeship of observation, professional development of teachers, in-service training of teachers.

The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs

“…Using purposive sampling, the larger study involved 18 novice English teachers (nets henceforth; 14 women, 4 men) aged from 23 to 35 and working in different educational contexts in the Santiago Metropolitan Region of Chile. The study focused on novice teachers, expecting that memories of their plle would be fresher than those of more experienced teachers who have had more opportunities for reflection (Kuzhabekova & Zhaparova, 2016). Teachers from the three types of schools (public, private-subsidised, and private) were included to provide a more complete view of the influence of past experiences on different teaching contexts.…”

“…This influence has been found to affect the views and practices of English as a second or foreign language (esl/efl) teachers throughout their careers (Barahona, 2014;S. Borg, 2003;Kuzhabekova & Zhaparova, 2016). In fact, it has been found to be even more influential than teacher education programmes, which may explain the "weak effect" that esl/efl teacher education has been found to have on student teachers (M. Borg, 2005;Johnson, 1994;Korthagen, 2010;Zeichner & Tabachnick, 1981).…”

“…However, the impact of plle on teachers' beliefs and the pedagogical decisions they make in the classroom has not been thoroughly studied, particularly in efl settings (S. Borg, 2006). Additionally, because the focus has been mostly on preservice teachers, analysis of AoO has been restricted to early teacher education (Kuzhabekova & Zhaparova, 2016). This highlights the need for broader research, particularly regarding the teaching and learning beliefs of novice in-service teachers in an efl setting (S. Borg, 2009;Kubanyiova, 2014).…”

Beliefs and Their Influences in the Additional Language Teaching Practices: The Case of Two English Teachers

“…It is paramount to consider that the way teachers teach is highly connected to the way they learned as students. In fact, research (KUZHABEKOVA; ZHAPAROVA, 2016;JOHN, 1996;BALL, 1990) has shown that teachers develop and hold implicit theories about "their pupil, about the subject matter they teach and about their roles and responsibilities and about how they act" (JOHN, 1996, p. 90). In this sense, experience and instruction walk hand in hand in the process of becoming a teacher.…”