Development in student teachers' pre-existing beliefs during a 1-year PGCE programme

Cabaroğlu, Neşe; Roberts, John L.

doi:10.1016/s0346-251x(00)00019-1

Cited by 186 publications

(146 citation statements)

References 15 publications

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“…Even stronger claims about the manner in which trainees' cognitions do change during teacher education are provided by Sendan & Roberts (1998) and Cabaroglu & Roberts (2000). In the first of these studies, a key research question relevant to this review was 'what is then a t u r eo fo b s e r v e dc h a nges (if any) in the structure and content of the student teachers' personal theories at different stages of the training programme?…”

Section: Teacher Cognition and Teacher Educationmentioning

confidence: 99%

“…It is therefore inappropriate to conceptualise student teacher cognitive development in terms of a simple process of aggregation of new ideas. (p. 241) Cabaroglu & Roberts (2000) used a sequence of three in-depth interviews to analyse the processes, rather than the content, of belief development in 20 PGCE Modern Languages students. They found that only one participant's beliefs remained unchanged during the programme.…”

Section: Teacher Cognition and Teacher Educationmentioning

confidence: 99%

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Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

2003

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Section: Teacher Cognition and Teacher Educationmentioning

confidence: 99%

Section: Teacher Cognition and Teacher Educationmentioning

confidence: 99%

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

2003

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“…As the training contents covered in this program were quite comprehensive, this study only focused on teachers' beliefs about self and chose the following three sub-dimensions as the main research contents based on literature review, which included beliefs about English teachers' roles, beliefs about excellent English teachers and beliefs about English teachers' professional development. It should also be noted that in this study, "impact" was defined to be something promoting belief development, and the classification framework of teacher belief development proposed by Cabaroglu and Roberts (2000) were referred to when analyzing the specific nature of the belief impact.…”

Section: Methodsmentioning

confidence: 99%

“…Besides, the belief change categories proposed by Cabaroglu and Roberts (2000) were referred to in the process of analyzing the nature of the impact, which included: awareness/realisation, consolidation/confirmation, elaboration/polishing, addition, re-ordering, re-labelling, linking up, disagreement, reversal, pseudo change and no change.…”

Section: B Data Collection and Analysismentioning

confidence: 99%

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

Xiong

2016

JLTR

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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

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“…Therefore, it is only natural that the kind and amount of feedback and support they need from mentors or induction supporters show differences in different phases of teaching career and the mentors negotiate with novice teachers to respond to their changing needs well (Suen & Chow, 2001). When today's commonly-used teacher training understanding is examined, it is seen that social-constructivist view comes to the fore (Cabaroglu & Roberts, 2000). Teacher induction is also seen as a social activity with participation of stakeholders that have a say or affect educational practices with the help of interaction and communication sources.…”

Section: Teacher Inductionmentioning

confidence: 99%

İngilizce Öğretmenlerinin Mesleki Kimlik Açısından Öğretmen Yeterlikleri Hakkındaki Görüşleri

Atmaca¹

2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to find out and compare the perspectives of pre-service and in-service English teachers about generic and field-specific teacher competencies set by Turkish Ministry of National Education (MoNE) with regard to teacher identity in Turkish EFL context. There were 366 preservice and 84 in-service English teachers participating in the study. The constant comparison method of grounded theory was used while analysing the data and two coders were involved in the interpretation of emerging categories to increase the objectivity. The findings show that about half of the participant English teachers have positive opinions about the contribution of the related competencies to their professional identity, but a small number of them indicate negative opinions or hesitations. They also make suggestions and criticism about the nature of teacher training such as bettering teacher image, diminishing theory-practice gap, controlling teachers, improving competencies, stopping adaptations, reopening teacher training high schools and including a special talent test at educational faculties. Policy makers and teacher training programmes could benefit from the practical experiences of teachers and their suggestions while making adaptations in teacher training both at pre-service and in-service level.Key Words: Teacher education, teacher induction, teacher competencies, professionalism, teacher identity, generic teacher competencies, English teacher competencies İNGİLİZCE ÖĞRETMENLERİNİN MESLEKİ KİMLİK AÇISINDAN ÖĞRETMEN YETERLİKLERİ HAKKINDAKİ GÖRÜŞLERİ ÖZETBu çalışma İngilizce öğretmeni adaylarının ve İngilizce öğretmenlerinin Millî Eğitim Bakanlığı (MEB) tarafından düzenlenen genel ve özel alan yeterlikleri hakkındaki görüşlerini bulmayı amaçlamaktadır. 366 öğretmen adayı ve 84 öğretmen çalışmaya katılmıştır. Nitel veri analiz edilirken gömülü teorinin sürekli karşılaştırma yöntemi kullanılmıştır ve iki kodlayıcı veriyi sınıflandırmıştır. Sonuçlar, katılımcı İngilizce öğretmenlerinin yaklaşık olarak yarısının ilgili yeterliklerin kendi mesleki kimliklerine olan katkısı hususunda olumlu görüşlere sahipken katılımcıların küçük bir bölümünün konu hakkında olumsuz görüşe sahip olduğunu ya da tereddütlerinin olduğunu göstermektedir. Katılımcılar öğretmen eğitiminin yapısına yönelik tavsiyelerde de bulunmuştur. Karar alıcılar ve öğretmen eğitimi programları hem hizmet öncesi hem de hizmet içi öğretmen eğitiminde öğretmenlerin uygulamalı deneyimlerinden ve önerilerinden faydalanabilirler.Anahtar Kelimeler: öğretmen eğitimi, öğretmenlik mesleğine giriş, öğretmen yeterlikleri, profesyonellik, öğretmen kimliği, genel öğretmen yeterlikleri, İngilizce öğretmeni yeterlikleri

show abstract

Development in student teachers' pre-existing beliefs during a 1-year PGCE programme

Cited by 186 publications

References 15 publications

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

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

İngilizce Öğretmenlerinin Mesleki Kimlik Açısından Öğretmen Yeterlikleri Hakkındaki Görüşleri

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