The Journey of ELT Teachers from Apprenticeship to Mastery

Er, Mustafa; Ülgü, Serkan; Sarı, İrfan

doi:10.1016/j.sbspro.2013.01.036

Cited by 2 publications

(1 citation statement)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teaching a second language may be influenced by a number of factors from the perspective of teachers. Among those factors, teachers' personal ideals and beliefs, their personal English proficiency level, and their social and economic environment have been found to influence teacher performance [10]. It has also been argued that the prior learning experiences that educators go through as students are relevant factors affecting their current teaching [30,34,36].…”

Section: Literature Reviewmentioning

confidence: 99%

What Learning Can Do to Teaching: Assessing the Impact of Apprenticeship of Observation on Pre-service Teachers’ Beliefs

Cancino

Durán

Solorza

2020

English Teaching & Learning

View full text Add to dashboard Cite

Past school experiences have been found to influence English as a Foreign Language (EFL) pre-service teachers' beliefs and their teaching choices. Although a great deal of research has addressed the idea that EFL/ESL teaching behaviour may be influenced by teachers' proficiency level, their personal ideals and beliefs, and their social and economic environment, few studies have attempted to understand and explore the role that 'apprenticeship of observation'-i.e. the thousands of hours that EFL pre-service teachers have spent as students in classrooms before entering teacher education programmes-plays in the shaping of teacher beliefs with EFL pre-service teachers. To this end, a qualitative multiple case study that included narrative frames and semistructured interviews was conducted with eight students in a teaching training programme at a Chilean private university. Findings suggest that these pre-service teachers were strongly influenced by several aspects of apprenticeship of observation, as it led them to replicate or avoid their school teachers' practices depending on their context. It is argued that pre-service teachers should become aware of how their prior learning experiences influence their current teaching practices in order to improve the reasoning behind their teaching choices.

show abstract

Section: Literature Reviewmentioning

confidence: 99%