The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self

Abstract

Abstract-This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers' beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers' class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers' beliefs about English teachers' roles, excellent English teachers and English teachers' professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.Index Terms-qualitative, in-service English teacher education, impact, beliefs about English teachers

The effects of teaching experience and of in - service training on the beliefs Greek experienced english foreign language teachers hold about foreign language teaching

“…Teacher Beliefs, Experience & In-service Training PhD, 2016 of curriculum planning, iii) They valued the importance of collegiality, iv) They realised the importance of feedback and structured reflection, and v) They developed theoretical frameworks to inform and guide their teaching practice. Xiong (2016) carried out a qualitative study in China intending to reveal the impact of an in-service training course on the beliefs of four EFL teachers. The data included semistructured interviews and samples of the participants' coursework.…”

“…The findings revealed some influence on the teachers' beliefs, though the degree and nature of impact varied among the teachers. Xiong (2016) concludes that teacher education can have a greater impact on teachers if a) the teachers' pre-existing beliefs are examined in advance, b) the belief awareness of teachers is raised at the beginning of the programme and reflection is encouraged throughout the programme, and c) teachers' are encouraged to discuss their beliefs explicitly.…”