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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Change in Beliefs of Pre-service Teachers about Teaching and Learning English as a Foreign Language Throughout an Undergraduate Pre-service Teacher Training Program
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Change in Beliefs of Pre-service Teachers about Teaching and Learning English as a Foreign Language Throughout an Undergraduate Pre-service Teacher Training Program

机译：在整个本科预科教师培训计划中，预科教师关于英语作为外语的教与学观念的变化

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This paper reports on a study that investigated changes in the beliefs about teaching and learning English as a foreign language of three final-year undergraduate pre-service teachers throughout a nine-month pre-service training program in one of the universities in Northern Cyprus. Although a considerable amount of research has already been conducted about the development/change in pre-service teachers’ beliefs, most of these studies were carried out in native contexts and in short teacher training programs and this left us with minimal insights into non-native contexts and long teacher training programs (Borg, 2006). Considering the possible contextual differences that might exist between different contexts where English is used as first or second language (Calderhead & Shorrock, 1997) and the differences between different teacher training programs which vary in length, it is believed that exploring EFL pre-service teachers’ beliefs and the development/change in their beliefs’ during their teacher training over a longer period of time would contribute to our understanding of what actually happens in EFL teacher training programs. Such exploration is expected to reveal what sort of beliefs about learning and teaching EFL pre-service teachers have when they start teacher training programs and how their beliefs could develop/change throughout their training. Unlike the quantitative approaches adopted in the majority of the studies which investigated the similar phenomenon, qualitative approach was adopted to explore pre-service teachers’ belief development/change with the intention of revealing a more holistic picture of their belief structures. Data were collected using semi-structured interviews at three-month intervals and through contemporaneous diary writing activity throughout the training program. Changes in all three pre-service teachers’ beliefs were evidenced from the beginning to the end of the training programme. The theoretical and pedagogical implications of the study for the development of future teacher training programs are discussed.
机译：本文报告了一项研究，该研究调查了北塞浦路斯其中一所大学在为期9个月的职前培训课程中，对三名最后一年的本科职前教师进行英语作为外语教学的看法的变化。尽管已经对职前教师的信念的发展/变化进行了大量研究，但是这些研究大多数是在本地环境下进行的，并且是在短期的教师培训计划下进行的，这使我们对非本地人的了解很少。情境和长期的教师培训计划（Borg，2006年）。考虑到在使用英语作为第一语言或第二语言的不同环境之间可能存在的语境差异（Calderhead＆Shorrock，1997）以及不同长度的教师培训计划之间的差异，我们认为探索EFL职前教师在较长时间的教师培训期间，“信念和信念的发展/变化”将有助于我们了解EFL老师培训计划中实际发生的情况。预期这种探索将揭示出在开始EFL职前教师培训课程时对学习和教学EFL老师有什么样的信念，以及他们的信念在整个培训过程中将如何发展/改变。与大多数研究类似现象的研究中采用的定量方法不同，采用定性方法来探索职前教师的信仰发展/变化，目的是揭示他们的信仰结构的更全面的图景。在三个月的时间间隔内，使用半结构化访谈并在整个培训计划中同时进行日记写作活动来收集数据。从培训计划的开始到结束，这三名职前教师的观念都得到了改变。讨论了该研究对未来教师培训计划发展的理论和教学意义。

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