Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education

Lai Yiu Eunice TANG, Chi Kin John LEE, Ka Wai Cecilia CHUN

Research output: Contribution to journalArticles

17 Citations (Scopus)

Abstract

This study sets out to investigate how pre-serviceESLteachers shape their beliefs in the process of experimenting with new teaching methods introduced in the teacher education programme. A 4-year longitudinal study was conducted with four randomly selectedESLpre-service teachers. Their theoretical orientations ofESLinstruction were tracked at intervals through a protocol which consisted of i) descriptive accounts, ii) surveys, iii) lesson plan analysis, iv) lesson recording and v) interviews. Despite the fact that these 4 student teachers had shown different theoretical orientations in the protocols, they shared similar patterns of instructional practices in the Teaching Practicum. It was also found that the new teaching method practiced in the teacher education programme was re-conceptualised by these student teachers in the actual teaching context because of the strong influence of their personal agency beliefs. Copyright © 2012 Edith Cowan University.
Original languageEnglish
Pages (from-to)90-107
JournalAustralian Journal of Teacher Education
Volume37
Issue number5
DOIs
Publication statusPublished - May 2012

Citation

Tang, E. L.-Y., Lee, J. C.-K., & Chun, C. K.-W. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Journal of Teacher Education, 37(5), Article 8, 90-107.

Fingerprint Dive into the research topics of 'Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education'. Together they form a unique fingerprint.