Undergraduate Pre-service EFL Teachers’ Conceptions of Research: A Quantitative Analysis

Abstract

This study explores, from a pragmatist perspective, the conceptions of research of undergraduate pre-service teachers from an English Language Major at a public Mexican university. A survey design was used. The informants were 108 pre-service EFL teachers from the second, sixth and tenth semesters. The conceptions of research showed similar percentages among the pre-service teachers from those semesters. Only a slight variation was found in the factor “misconceptions about research”. The factor “research about problem solution” was the only one that showed a significant but weak correlation with the semester in which undergraduate pre-service EFL teachers were. Slight differences were also found between age range and conceptions of research. The lack of differences among the research conceptions of these undergraduate pre-service EFL teachers is opposed to the findings of previous studies. This can be explained by the fact that those studies were done in varied contexts and with post graduate students from disciplines different from the foreign language teaching area. It is suggested to correct students’ misconceptions and promote research activities during the bachelor degree.

Initial Language Teacher Education: Components Identified in Research

“…From the 35, other research focused on emotions and their effect on the practicum to develop an understanding of what student teachers experience during this process (Castañeda & Aguirre, 2018). Some studies explored intercultural issues (Granados, 2018;Viafara & Ariza, 2015) as well as skills needed to work with the communities of their school contexts (Lastra et al, 2018;Nieto, 2018).Other studies Figure 4 Research lines acknowledging the teacher as a person explored conceptions and misconceptions that may affect development of research for teaching (Reyes et al, 2017). Some studies reported teacher's development and factors affecting the practicum process (Morales, 2016) suggesting the relevance of emotions, the awareness of context, their students' conditions, process of reflection and actions, among other factors that had implications for student teachers learning.…”

Pair Research Tasks: Promoting Educational Research with Pre-Service Teachers

“…They found that an EFL teacherresearcher needs to master his/her field of study satisfactorily. According to Reyes-Cruz et al (2017), Zheng (2009), Price (2001), Pellerin and Nogués (2015), Mello et al (2008), andMehrani (2015), EFL research generates suitable academic environments to transform EFL teaching and learning processes. Educating pre-service teachers in these subjects increased the participants' reflections; it made them aware of the need to learn how to seek solutions to the possible problems they may find in the teaching and learning process.…”

“…Such knowledge allows students to reflect upon their future practice, learn about the theory of inquiry, and how to use that insight to interpret classroom difficulties practically. In a study regarding research, Edwards (as cited in Reyes-Cruz et al, 2017) stated that undergraduate education programs enable pre-service teachers to solve teaching and learning challenges, in addition to "encouraging preservice teachers to do research provided reflective practice" (Viáfara-González, 2008, p. 2). Based on Decree No.…”