Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context

Rui Eric YUAN, Icy LEE

Research output: Contribution to journalArticles

36 Citations (Scopus)

Abstract

In second language teacher education, while much attention has been centered on the “content” of teachers' cognitions, the “process” of language teachers' cognitive change has remained relatively unexplored. To fill this gap, this study investigated the process of belief change among three pre-service language teachers during the teaching practicum in a university in China. The findings of the study show that student teachers' beliefs experienced different processes of change during the practicum, including confirmation, realization, disagreement, elaboration, integration, and modification. The sociocultural factors that contributed to these changes are also discussed. The paper concludes that in order to facilitate the belief change process and promote student teachers' cognitive development, an open and supportive environment is needed to maximize their practice and learning during the teaching practicum. Copyright © 2014 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)1-12
JournalSystem
Volume44
Early online date03 Mar 2014
DOIs
Publication statusPublished - Jun 2014

Citation

Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12. doi: 10.1016/j.system.2014.02.002.

Keywords

  • Teacher education
  • Teacher beliefs
  • Pre-service teachers
  • EFL context
  • Teaching practicum

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