Belief construction and development: two tales of non-native English speaking student teachers in a tesol programme

Bu makale bir Birleşik Krallık üniversitesindeki bir yıllık, diğer dilleri konuşanlara İngilizcenin öğretilmesi programı süresince İngilizceyi anadil olarak konuşmayan iki öğretmen adayı öğrencinin inanç oluşumlarını ve gelişimlerini incelemektedir. Bu araştırmada bireylerin anlayışlarını ve algılarını anlatmak için nitel bir vaka yöntemi kullanılmıştır. Çalışmada üç adet veri toplama aracı kullanılmıştır: yarı yapılandırılmış görüşme, küçük ölçekli öğretimlerde yapılan gözlemler ve öğretmen öğrencilerin kendi öğretimleri ile ilgili yazılı düşünceleri. Veri çözümlemesi inançların konu, öğrenme, öğretme, öğrenenler ve öğretmen olarak adlandırılan beş inanç boyutu içinde nasıl geliştiğine odaklanmaktadır. Bu çalışma öğretmen eğitimi programlarının öğretmen adaylarının inançlarını geliştirdiğini ve şekillendirdiğini ileri sürmektedir. Makalenin önemli bir katkısı öğretmen öğrencilerin inanç gelişimlerinin programdaki anadil olarak İngilizce konuşmayan öğretmen öğrencilerin kişilik kaymalarına ayna tuttuğunu tartışmasıdır, ki bu durum dil öğretmeni eğitim programlarının gelecekteki amaçlarını bilgilendirme potansiyeline sahip bir bulgudur.

This article explores the construction and development of two non-native English speaking student teachers’ beliefs throughout a one-year teaching English to speakers of other languages programme in a university in the United Kingdom. The research used a qualitative case methodology to illuminate individuals’ understanding and perceptions. The study employed three data collection instruments: semi-structured interviews, observation of micro-teaching sessions and student teachers’ written reflections on their teaching. Data analysis focused on how beliefs developed within five dimensions of belief, namely, subject matter, learning, teaching, learners and the teacher. The study suggests that teacher education programmes shape and develop pre-service teachers’ beliefs. A major contribution of this study is to argue that the development of student teachers ’ beliefs mirrored identity shifts of NNS student teachers in the programme; a finding which has the potential to inform the future design of language teacher education programmes.

___

Ajzen, I. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology, 32, 665-683.

Bailey, K. M., Curtis, A. and Nunan, D. (2001). Pursuing Professional Development: The Self as Source. Boston: Heinle and Heinle.

Bandura, A. (1997). Self-Efficacy, the Exercise of Control. New York: W. H. Freeman and Company.

Borg, M. (2005). A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9, 1–30.

Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.

Borg, S. (2006). Teacher Education and Language Education: Research and Practice. London: Continuum.

Breen, M. P., Hird, B., Milton, M., Oliver, R. and Thwaite, A. (2001). Making sense of language teaching: teachers’ principles and classroom practices. Applied Linguistics, 22 (4), 470-501.

Brick, J. (1991). China: A Handbook in Intercultural Communication. Sydney: Macquarie University.

Brown, A. V. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. Modern Language Journal, 93(1), 46-60.

Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman and J. C. Richards (Eds.), Teacher learning in language teaching (pp. 154- 177). Cambridge: Cambridge University Press.

Cabaroglu, N. and Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28 (3), 387–402.

Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. C. Berliner and R. C. Calfee (Eds) Handbook of Educational Psychology (PP. 709-725). New York: Macmillan.

Clark, C.M., and Peterson, P.L. (1986). Teachers’ thought processes, in Wittrock, M.C. (Ed.), Handbook of Research on Teaching (PP. 255-296). NY: MacMillan Publishing Company.

da Silva, M. (2005). Constructing the teaching process from inside out: How pre-service teachers make sense of their perceptions of the teaching of the four skills. TESL-EJ, 9(2), 1-19.

Farrell, T. S. C. (2001). English language teacher socialisation during the practicum. Prospect, 16, 49-62.

Farrell, T. S. C., and Kun, S. T. K. (2008). Language policy, language teachers' beliefs, and classroom practices. Applied Linguistics, 29(3), 381-403.

Fishbein, M., and Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA.: Addison-Wesley.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35, 1–13.

Freeman, D., and Johnson, K. E. (2004). Common misconceptions about the “quiet revolution”:A response to Yates and Muchisky. TESOL Quarterly, 38, 119–127.

Freeman, D. (2005). Response to “Language Teacher Learning and Student Language Learning: Shaping the Knowledge Base.” In D. J. Tedick (Ed.), Language Teacher Education: International Perspectives on Research and Practice (pp. 25–32). Mahwah, NJ: Lawrence Erlbaum.

Harmer, J. (1983). The Practice of English Language Teaching. New York: Longman.

Hitchcock, G. and Hughes, D. (1995). Research and the Teacher (2nd edition). London: Routledge.

Horwitz, E. K. (1985). Surveying student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18 (4), 333-340.

Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as second language teachers. Teaching and Teacher Education, 10 (4), 439-452.

Johnson, K. E. (1996). The vision versus the reality: the tensions of the TESOL practicum. In D. Freeman and J. C. Richards (Eds.), Teacher Learning in Language Teaching (pp. 30-49). Cambridge: Cambridge University Press.

Johnson, K. E. (2003). Response to “Second Language Teacher Education.” TESOL Matters, 12(2), 3–4.

Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169.

Kern, R. G. (1995). Students’ and teachers’ beliefs about language learning. Foreign Language Annals, 28(1), 71-92.

Kumaravadivelu, B. (1994). Maximising learning potential in the communicative classroom. English Language Teaching Journal, 47(1), 12–21.

Li, L. (2008). EFL Teachers’ Beliefs about ICT Integration in Chinese Secondary Schools. Unpublished doctoral thesis. Queen’s University, Belfast.

Li, L. and Walsh, S. (2011). 'Seeing is Believing': Looking at EFL Teachers' Beliefs through Classroom Interaction. Classroom Discourse, 2(1), 39-57.

Liu, D. (1999). Training non-native TESOL students: Challenges for TESOL teacher education in the west. In G. Braine (ed.) Nonnative Educators in English Language Teaching (pp.197-210). Mahwah, NJ: Lawrence Erlbaum.

Llurda, E. (2005). Non-native TESOL students as seen by practicum supervisors. In E. Llurda (ed.) Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession (pp. 131-154). New York: Springer.

Lortie, D. C. (1975). School-Teacher: A Sociological Study. Chicago: The University of Chicago Press.

Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher belief in Greece: A longitudinal study. Teaching and Teacher Education, 23, 1272-1288.

Miller, J. (2004). Social languages and schooling: The uptake of sociocultural perspectives in school. In M. Hawkins (Ed.), Language Learning and Teacher Education (pp.113- 146). Clevedon: Multilingual Matters.

Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate program. TESOL Quarterly, 34, 279-310.

Nettle, E. B. (1998). Stability and change in the beliefs of student teachers during practice teaching. Teaching and Teacher Education, 14(2), 193–204.

Ng, E. K. J. and Farrell, T. S. C. (2003). Do teachers’ beliefs of grammar teaching match their classroom practices? A Singapore case study. In D. Deterding, A. Brown and E. L. Brown (Eds) English in Singapore: Research on Grammar (pp. 128-137). Singapore:McGraw Hill.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332.

Pennycook, A. (1994). The Cultural Politics of English as an International Language. London: Longman.

Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9 (2), 247-265.

Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: a longitudinal study. System, 29, 177-195.

Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University Press. Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39, 158- 177.

Richards, J. C., Ho, B., and Giblin, K. (1996). Learning how to teach in the RSA cert. In D. Freeman and J. C. Richards (Eds.), Teacher Learning in Language Teaching (pp.242- 259). Cambridge: Cambridge University Press.

Richards, J. C., Gallo, P. and Renandya, W. A. (2001). Exploring teachers' beliefs and the processes of change. PAC Journal, 1 (1), 41-58.

Richards, J. C. and Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Richards, J. C., Tung, P. and Ng, P. (1992). The culture of the English language teacher: a Hong Kong example. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 23 (1), 81-102.

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.) Handbook of Research on Teacher Education (PP. 102-119). New York: Macmillan.

Riddell, D. (2001). Teaching English as a Foreign / Second Language. London: Cox and Wyman.

Sato, K. and Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20, 797- 816.

Savignon, S. J. (1997). Communicative Competence: Theory and Classroom Practice: Texts and Contexts in Second Language Learning (2nd edition). New York: McGraw-Hill.

Sendan, F., and Roberts, J. (1998). Orhan: A case study in the development of a student teachers' personal theories. Teachers and Teaching: Theory and Practice, 4, 229-244.

Tarone, E. and Allwright, D. (2005). Language teacher-learning and student language learning:Shaping the knowledge base, in D. J. Tedick (Ed.), Second Language Teacher Education: International Perspectives (pp. 5-23). Lawrence Erlbaum Publishers.

Tsui, A. B. M. (1996). Learning how to teach ESL writing. In D. Freeman and J. C. Richards (Eds.), Teacher Learning in Language Teaching (pp. 97-119). Cambridge: Cambridge University Press.

Tsui, A. (2003). Understanding Expertise in Teaching: Case Studies of EFL Teachers. Cambridge: Cambridge University Press.

Warford, M. K. and Reeves, J. (2003) Falling into it: novice TESOL teacher thinking. Teachers and Teaching, 9 (1), 47- 65.

Williams, M. and Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press. Yin, R. (2009). Case Study Research: Design and Methods (fourth edition). London and Singapore: Sage.

Zeichner, K. M., Tabachnik, B. R. and Densmore, K. (1987). Individual, institutional, and cultural influences on the development of teachers’ craft knowledge. In J. Calderhead (Ed.), Exploring Teachers’ Thinking (pp. 21-59). London: Cassell.

Zeng, Z. and Murphy, E. (2007). Tensions in the language learning experiences and beliefs of Chinese teachers of English as a foreign language. TESL-EJ, 10 (4).

Zhang, Q. and Watkins, D. A. (2007). Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41 (4), 781-790.