School experience influences on pre-service teachers' evolving beliefs about effective teaching

Ng, Wan; Nicholas, Howard; Williams, Alan

doi:10.1016/j.tate.2009.03.010

Cited by 193 publications

(137 citation statements)

References 22 publications

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“…According to Lortie (1975), years spent as students involve massive hours of observation, and he characterizes this process as: "being a student is like serving apprenticeship in teaching; students have protracted face-to-face and consequential interactions with established teachers" (p. 61). Concurring with Lortie's view, studies in mainstream research indicate that apprenticeship of observation forms a large part of teachers' previously acquired beliefs (Borg, 2003;Busch, 2010;Farrell, 1999;Ng, Nicholas, & Williams, 2010). The majority of them also reveal that the beliefs derived during such apprenticeship powerfully influence teachers' understanding when they attend teacher training programmes (Brown & McGannon, 1998;Mansfield & Volet, 2010).…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

Debreli¹

2016

HES

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It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers' beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes' influence on teachers' beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers' belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers' belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.

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Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

Debreli¹

2016

HES

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“…This finding has distinct implications for teacher education and reflects points made by De Geest (2011), Hollingsworth (1989) and others about teacher professional development needing to build on and possibly challenge previously held views. It also appeared to endorse findings in Ng et al (2010) that changes in the beliefs of pre-service teachers can be directly related to experiences during their programs. What the course seemed to do was give the teachers not only tools and approaches to adapt for direct use in their classrooms, but more importantly, a framework within which they could critique the work of others and their own work as they went forward.…”

Section: What Were the Potential And Real Impacts This Course Had Onmentioning

confidence: 63%

“…A key issue in teacher development which relates to the view of teachers as active agents in their own learning is the need to view professional development as building on the prior knowledge, beliefs and experience of practitioners (Eilks & Markic, 2011;Hollingsworth, 1989;Ng, Nicholas, & Williams, 2010). Those training to be teachers bring to their training a wealth of prior experience and beliefs about teaching and learning accumulated during their time as students or in previous work environments and use this to make sense of new experiences.…”

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confidence: 99%

Using a Skills Development Course to Foster Teacher Professional Growth

Linda¹,

Anitha²

2016

The Journal of AsiaTEFL

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In many countries concerns have been raised about the proficiency levels of teachers of English and various proposals have been made to address them. This study explores one possible solution to this problem by integrating language skills development with an awareness of pedagogical approaches. The participants in this study, pre-service teachers who were preparing to teach in Singapore primary schools, attended a short intensive course that helped develop and support their own English language skills while modelling approaches they would be expected to use in their own classrooms. Data were collected using a pre-course survey, reflective tasks during and after the course, and a post-course task based on practical school experience. The findings demonstrate how the participants became more aware of their own language skills and noted improvements. At the same time experiencing and reflecting on the pedagogical approaches used in the course helped shape their perceptions and beliefs, and had potential and real impacts on their subsequent teaching. Clarke and Hollingsworth's (2002) Interconnected Model of Teacher Professional Growth (IMTPG) was used to analyze the data and highlighted the individuality of the process of teacher professional growth, while at the same time revealing some common patterns.

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“…However, there remains a lack of a comprehensive view of the teacher as a learner of teaching. Despite commonly studying teachers' professional learning, a number of studies look into their cultural backgrounds (e.g., Gan, 2013;Gao & Benson, 2012;Miller, 2007;Nemtchinova, 2005), while others investigate prior beliefs (e.g., Le, 2014;Mak, 2011;Ng, Nicholas, & Williams, 2010;Tang, Lee, & Chun, 2012;Yuan & Lee, 2014), emotions (e.g., Atay, 2007;Benson, 2012;Brandt, 2006;Farrell, 2008;H. T. M. Nguyen, 2010;Pillen, Beijaard, & den Brok, 2013;Trent, 2013), and professional identity (e.g., Haniford, 2010;Miller, 2007;Trent, 2011Trent, , 2013.…”

Section: Contemporary Research On L2 Teacher Learning In Light Of Thementioning

confidence: 99%

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

Nguyen¹

2016

IES

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This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky's genetic method and Engeström's proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.

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School experience influences on pre-service teachers' evolving beliefs about effective teaching

Cited by 193 publications

References 22 publications

Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

Using a Skills Development Course to Foster Teacher Professional Growth

Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective

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