Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights

Sanchez, Hugo Santiago; Kuchah, Kuchah; Rodrigues, Lívia de Araújo Donnini; Pietri, Emerson de

doi:10.1016/j.tate.2017.11.024

Cited by 10 publications

(4 citation statements)

References 30 publications

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“…Recent studies have mostly focused on a specific aspect of teachers' beliefs and its effect in ELT teaching, including creativity, aptitude, efficacy, curriculum, culture diversity, pedagogy, and teacher-child interactions (e.g., Bereczki & Kárpáti, 2018;Civitillo et al, 2018;Heyder & Brunner, 2018;Hu et al, 2017;Murphy & Torff, 2018;Sanchez et al, 2018;Thompson & Woodman, 2018). For example, Bereczki and Kárpáti (2018), in a recent review, reported that the successful implementation of creativity in education is largely dependent on teachers' own beliefs about creativity, a topic that has been investigated extensively in the past 25 years.…”

Section: Teacher Beliefs and Practices In Eltmentioning

confidence: 99%

Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

et al. 2021

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This article aims to study the dynamic change of teachers’ beliefs among pre-service teachers. A longitudinal design was adopted to investigate English language teaching (ELT) pre-service teachers’ belief change after a 3-month teaching practicum by administering pretest and posttest questionnaires, semistructured interviews, and reflective journals. Repeated measures and paired sample t-test analyses showed significant differences across different aspects of beliefs in all the participants, but belief changes were significant after the practicum only within the experimental group, particularly in the aspects of student management, teaching evaluation, and student learning. In contrast, belief changes were not significant within the control group. Further inductive content analyses of semistructured interviews and reflective journals from the experimental group confirmed these changes and conclusively revealed some potential factors contributing to the changes. The results shed light on how pre-service teachers evolve in their career development and help educators adjust appropriate education policies to improve the quality of English teacher education, particularly in the Chinese context.

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Section: Teacher Beliefs and Practices In Eltmentioning

confidence: 99%

Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

et al. 2021

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“…For example, Walsh and Wyatt (2014) found that, while teachers' implementation of CLT was influenced by their own beliefs of CLT principles, they also adjusted their approach based on the needs and learning styles of their specific group of learners and on the pressure of achievement tests. Sanchez et al (2018) focused on pre-service language teachers' development of contextually appropriate pedagogies during their practicum in state sector schools located in peripheral urban areas. Their analysis revealed a complex interplay of internal and external factors facilitating or hindering teachers' pedagogical decisions and practices.…”

Section: Internal and External Factors Mediating Teachers' Practicesmentioning

confidence: 99%

Teachers’ Selection and Enactment of Context-Appropriate Pedagogies: Re-Conceptualising Motivational Strategies in the English Language Classroom

Wang,

Sanchez

2023

TESL-EJ

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Over the decades, extensive research efforts have been directed towards classifying and evaluating motivational teaching behaviours. Recent calls in motivational research, however, have emphasised the need to investigate teachers’ perspectives on how they develop effective motivational strategies so that implications for motivational teaching are firmly grounded in real-life practices. This paper reports on a qualitative case study which explored how two IELTS teachers in a private language school in China selected and enacted motivational strategies that they perceived as context-appropriate. Background interviews, classroom observations, and post-lesson stimulated recall interviews were used to gain insight into the participants’ motivational practices and rationales. The findings indicate that, despite the close correspondence between the teachers’ enacted practices and theory-based motivational strategies defined by researchers, the teachers exhibited agentic capacities in managing a range internal and external mediators which enabled them to develop strategies that served concurrent pedagogical purposes and responded to the perceived multidimensional particularities and exigencies of their teaching contexts. Thus, The study moves beyond restricted analyses of the motivational implications of teaching techniques; rather, it argues for the need to appreciate the full complexity of teaching practices and re-conceptualise motivational strategies as multi-purpose and the study of them as pedagogically holistic.

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“…International Journal of Instruction, January 2019 • Vol.12, No.1 Sanchez, Kuchah, Rodrigues & de Pietri, (2018) investigated how language trainee teachers during their teaching practice period may develop appropriate ideas for pedagogical practices and reflect on the impact of those pedagogies on students' progress. The findings of this study highlighted the importance of promoting conscious critical reflective practices and engagement of trainee teachers with their colleagues and students in generating and trying some innovative instructional ideas appropriate for their classes.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

Ismail¹,

Jarrah²

2019

INT J INSTRUCTION

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The issue of preparing qualified and motivated teachers equipped with all the essential pedagogical and content knowledge and language proficiency has recently become a top priority in many countries, including the United Arab Emirates (UAE). The main aim of the present study is to investigate the impact of teaching practice on pre-service teachers' perceptions of their pedagogical preferences, teaching competence and motivation for choosing teaching as a future career. The study employed both quantitative and qualitative methods in order to have a better understanding of the phenomenon. A five Likert scale questionnaire and a focus group interview were used to collect the necessary data. The questionnaire was distributed and collected from 30 senior prospective female teachers in both elementary and early childhood education programs in a university in the UAE, while the interviews were conducted with only 12 volunteered student teachers. The study's results revealed positive views about the two groups' pedagogical preferences, teaching competence and motivation. Many of the statistically significant results were in favour of the elementary group. Overall, a considerable number of results revealed that prospective teachers view teaching practice experience to have an impact on their pedagogical preferences, teaching competence and motivation. The study concluded with some implications and/or recommendations for future research.

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Pre-service language teachers' development of appropriate pedagogies: A transition from insightful critiques to educational insights

Cited by 10 publications

References 30 publications

Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers

Teachers’ Selection and Enactment of Context-Appropriate Pedagogies: Re-Conceptualising Motivational Strategies in the English Language Classroom

Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation

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