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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Use of diaries to investigate and track pre-service teachers’ beliefs about teaching and learning English as a foreign language throughout a pre-service training program
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Use of diaries to investigate and track pre-service teachers’ beliefs about teaching and learning English as a foreign language throughout a pre-service training program

机译：在整个职前培训计划中，使用日记来调查和跟踪职前教师对英语作为外语的教与学的信念

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Although teacher beliefs have been widely debated and studied in the area of language teacher education, there has been less discussion of the methodologies employed to explore this area. The literature indicates that as beliefs usually remain unstated, emotional and hidden, they should be carefully and indirectly studied (Pajares, 1992). Consequently, various data collection instruments have been proposed. While interviews, questionnaires and classroom observations have been used in a number of studies (e.g. Cabaroglu, 1998; Mattheoudakis, 2006), less is known about diaries in terms of how successful they are in eliciting beliefs and if they are able to obtain relevant and valid data. The proposed study examined the use of diaries to investigate and track student teachers’ beliefs (whether they change or not) about teaching and learning English as a foreign language throughout a nine-month pre-service training program in a university in Northern Cyprus. Three pre-service teachers were given several short booklets to keep and return at regular intervals throughout their training. The findings indicate that diaries are able to reveal what sort of beliefs pre-service teachers held when they started their training. Moreover, they suggest that the entries recorded constitute short immediate stories that could be helpful in linking, understanding and tracking what pre-service teachers experienced during their training and how their beliefs and feelings were affected as a result of those experiences. Furthermore, comparing and analyzing each diary entry provided useful insights into the changes and the reasons that led to changes in preservice teachers’ beliefs. The main problems highlighted are the recording of irrelevant information by the participants and issues relating to how to interpret some of the diary data. Suggestions are made regarding how to overcome such difficulties. The methodological implications of the study for further research are discussed.
机译：尽管在语言师范教育领域，教师的信念已得到广泛的辩论和研究，但对探索这一领域的方法论的讨论却很少。文献表明，由于信念通常不被阐明，被情感化和被隐藏，因此应该仔细和间接地研究它们（Pajares，1992）。因此，已经提出了各种数据收集工具。虽然访谈，问卷调查和课堂观察已用于许多研究中（例如Cabaroglu，1998年; Mattheoudakis，2006年），但关于日记在唤起信念方面的成功程度以及是否能够获得相关的知识方面却鲜为人知。有效数据。拟议的研究调查了使用日记来调查和跟踪学生教师关于在北塞浦路斯一所大学进行的为期9个月的职前培训计划中将英语作为外语进行教与学的信念（无论他们是否改变）。为三名职前教师提供了几本简短的小册子，以在整个培训期间定期保存和返回。研究结果表明，日记能够揭示出职前教师在开始培训时所持的信念。此外，他们建议所记录的条目构成简短的短篇故事，这可能有助于联系，理解和跟踪岗前教师在培训期间经历了什么，以及这些经历如何影响他们的信仰和感情。此外，比较和分析每个日记条目可提供有用的见解，以了解变化以及导致职前教师信念发生变化的原因。重点突出的主要问题是参与者对无关信息的记录以及与如何解释某些日记数据有关的问题。就如何克服这些困难提出了建议。讨论了该研究对进一步研究的方法学意义。

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