Development of Teaching Beliefs and the Focus of Change in the Process of Pre-Service ESL Teacher Education

Autor/inn/en	Tang, Eunice Lai-Yiu; Lee, John Chi-Kin; Chun, Cecilia Ka-Wai
Titel	Development of Teaching Beliefs and the Focus of Change in the Process of Pre-Service ESL Teacher Education
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 5, S.90-107 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teaching Methods; Preservice Teacher Education; English (Second Language); Student Teachers; Student Teacher Attitudes; Longitudinal Studies; Second Language Learning; Surveys; Lesson Plans; Practicums; Interviews; Teacher Education Programs; Language Teachers; Second Language Instruction; Measures (Individuals); Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Lesson planning; Unterrichtsplanung; Practicum; Praktikum; Praktika; Interviewing; Interviewtechnik; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Messdaten; Ausland; Hongkong
Abstract	This study sets out to investigate how pre-service ESL teachers shape their beliefs in the process of experimenting with new teaching methods introduced in the teacher education programme. A 4-year longitudinal study was conducted with four randomly selected ESL pre-service teachers. Their theoretical orientations of ESL instruction were tracked at intervals through a protocol which consisted of i) descriptive accounts, ii) surveys, iii) lesson plan analysis, iv) lesson recording and v) interviews. Despite the fact that these 4 student teachers had shown different theoretical orientations in the protocols, they shared similar patterns of instructional practices in the Teaching Practicum. It was also found that the new teaching method practiced in the teacher education programme was re-conceptualised by these student teachers in the actual teaching context because of the strong influence of their personal agency beliefs. (Contains 6 tables and 2 figures.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10