Research Article
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Correspondence of Turkish Pre-Service EFL Teachers’ Stated Beliefs and Their Classroom Practices

Year 2017, Volume: 3 Issue: 3, 81 - 96, 24.10.2017

Abstract

This study aims to investigate the
correspondence between pre-service English as a foreign
language (EFL) teachers’ stated beliefs about pedagogy and their classroom
practices. Aimed at exploring the interactional facets of classroom practice,
data were drawn from video recordings of classroom practices and follow-up
semi-structured interviews and reflection forms of each participant which were
four in total. As the focus of the study is to inquire these four pre-service
teachers’ pedagogical beliefs and their correspondence, the study employs
discourse analysis (Hence fort DA) of the qualitative research designs. In
addition to that, the semi-structured interview questions given by Li and Walsh
(2011) were adapted to arrange the questions to Turkish context accordingly and
the questionnaire which was checked by two colleagues as specialists in the
field of foreign language education at Muğla Sıtkı Koçman University. These
four pre-service EFL teachers were assigned to work at a kindergarten to
complete their teaching practices. As
understood from the interviews, apart from one-to-one tutorial sessions, these
practices were their first time teaching experience in a real classroom
setting. The findings were then analyzed
and after, findings were compared and contrasted with the studies previously
conducted in Turkish and other contexts. 
Findings revealed from the data indicate that, even though there are
some correspondences between the stated beliefs of these pre-service teachers,
there are still differences which were believed to be based on the complexity
of the classroom atmosphere and students at kindergarten as level.

References

  • Akın-Erdiller, Z. B. (2013). Examining the beliefs of Turkish pre-service early childhood teachers regarding early childhood curriculum. Journal of Research in Childhood Education, 27: 302-318, Routledge. DOI: 10.1080/02568543.2013.796331
  • Anstrom, K.A. (2003). Team teaching between English as a second language and content specialists at the secondary level: a case study of teacher beliefs and practices. PhD Thesis. George Washington University.
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2): 282-295. doi: 10.1016/j.system.2012.05.001.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36(1): 81–109.
  • Borg, S. (2006). Teacher education and language education: Research and practice. London and New York: Continuum.
  • Breen, M.P., B. Hird, M. Milton, R. Oliver and A. Thwaite. (2001). Making sense of language teaching: teachers’ principles and classroom practices. Applied Linguistics, 22(4): 470 501.
  • Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170.
  • Denzin, N. K., Lincoln, Y.S. (2005). Handbook of Qualitative Research, Second Edition. Sage Publications, Thousand Oaks, California.
  • Donaghue, H. 2003. An instrument to elicit teachers’ beliefs and assumptions. ELT Journal 57(4): 344–51.
  • Dörnyei, Z. 2007. Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional settings. Vol. 8. Cambridge: Cambridge University Press.
  • Er, K. O. (2013). A study of the epistemological beliefs of teacher candidates in terms of various variables. Eurasian Journal of Educational Research, 50, Winter 2013, 207-226.
  • Farrell, T.S.C., Kun, S.T.K. (2008). Language policy, language teachers’ beliefs, and classroom practices. Applied Linguistics 29,(3): pp. 381–403.
  • Farrell, T.S.C., Lim, P.C.P. (2005). Conceptions of grammar teaching: a case study of teachers’ beliefs and classroom practices. TESL-EJ 9(2), pp. 1-13.
  • Feryok, A. (2004). Personal practice theories: Exploring the role of language teacher experiences and beliefs in the integration of theory and practice. PhD thesis. University of Auckland.
  • Harmer, J. (2007). How to teach English-New edition. England: Longman.
  • Horwitz, E.K. 1985. Surveying student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals 18, no. 4: 333–40.
  • Hutchby, I., & Wooffitt, R. (1998). Conversational analysis. Malden MA: Blackwell Pub.
  • Krashen, S. D. 1981. Second language acquisition and second language learning. Oxford University Press.
  • Li, L. & Walsh, S.. (2011). Seeing is believing: looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse 2, no. 1: 39–57.
  • Lortie, D. C. (1975). School-teacher: A sociological study. Chicago: The University of Chicago Press.
  • Mattheoudakis, M. (2007). Tracking the changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teacher and Teacher Education,23, pp. 1272-1288.
  • Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct’’. Review of Educational Research, 62(3), 307–332.
  • Powell, R. R. (1992). The influence of prior experiences on pedagogical constructs of traditional and non-traditional pre-service teachers. Teaching and Teacher Education, 8(3), 225–238.
  • Schommer, M. (1998). The role of adults’ beliefs about knowledge in school, work, and everyday life (Chapter 7).Smith, M. Cecil and Thomas Pourchot. Adult Learning and Development, pp.127-143.
  • Schramm, W. (1971). Notes on case studies for instructional media projects. Working paper for Academy of Educational Development, Washington DC.
  • Scrivener, J. (1994). Learning teaching. Oxford: Heinemann.
  • Seedhouse, P. (2005). Conversation analysis and language learning. Language teaching, 38(04), 165-187.
  • Sert, O. (2010). A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey. Online Submission, 12(3), 62-97.
  • Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils (pp. 19-59). London: Oxford University Press.
  • Tatto, M. T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles, and practice. Journal of Teacher Education, 49(1), 66–77.
  • Topçu, M.S., Yılmaz-Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  • Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code‐switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302-325.
  • Wubbels, T. (1992). Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8(2), 137–149.
  • Yin, R. (1984). Case study research. Beverly Hills. Beverly Hills, Calif.: Sage Publications.

İngilizce Öğretmeni Adaylarının Sahip Olduğunu Belirttiği ve Uyguladığı İnançlarının Tutarlılığı

Year 2017, Volume: 3 Issue: 3, 81 - 96, 24.10.2017

Abstract

Bu çalışmanın amacı, İngilizce öğretmeni adaylarının olası pedagojik
inançlarının, sınıf içerisindeki yansımalarını ve bunların tutarlılığını
incelemeyi amaçlamıştır. Bu amaç doğrultusunda, etkileşimsel veriler ile
çalışma bulgu ve sonuçlarını desteklemek amacıyla,  öğretmen adaylarının sınıf içindeki
öğretmenlik uygulamaları video ile kayıt altına alınmış, ardından yarı
yapılandırılmış görüşmeler gerçekleştirilmiştir. Son olarak, katılımcıların (dört
İngilizce öğretmeni adayı) bireysel yansıtıcı yazma formları veri olarak
toplanmıştır. Bu çalışma, nitel araştırma deseninde tasarlanmış olup, verilerin
analizinde söylem analizi ve içerik analizi yöntemlerine başvurulmuştur. Yarı
yapılandırılmış görüşme maddeleri ise Li ve Walsh (2011)’un çalışmasından uyarlanarak,
Türkiye bağlamına uyumu ve anlaşılabilirliği bakımından İngiliz dili eğitimi
alanında uzman Muğla Sıtkı Koçman Üniversitesi akademik personeli olan iki araştırmacı
tarafından kontrol edilmiştir. Çalışmadaki İngilizce öğretmeni adayı dört
katılımcı, Muğla Sıtkı Koçman Üniversitesi gündüz bakım evinde öğretmenlik
uygulamalarını tamamlamaları için görevlendirilmiştir. Toplanan demografik
verilerin de gösterdiği gibi, sadece bir katılımcının (P1) özel ders vermesi
dışında katılımcıların geçmişlerinde gerçek sınıf içerisinde bir öğretim
deneyimleri yoktur. Verilerin analizi sonucunda; bulgular,  Türkiye ve uluslararası bağlamlardaki
çalışmaların sonuçları ile karşılaştırılmıştır. Sonuç olarak, İngilizce
öğretmeni adayı olan dört katılımcının sahip olduğunu iddia ettikleri inançları
ile uygulamada sergilemiş oldukları öğretim yaklaşımları arasında bazı
yönlerden tutarlılık mevcut olsa da, birçok açıdan bu tutarlılık mevcut
değildir. Bu tutarlılık farkının ise, çocukların yaşlarının ve seviyelerinin
düşük olması, gerçek sınıf ortamının karmaşıklığı, katılımcılarının deneyimsizliğinden
kaynaklandığı düşünülmektedir. 





References

  • Akın-Erdiller, Z. B. (2013). Examining the beliefs of Turkish pre-service early childhood teachers regarding early childhood curriculum. Journal of Research in Childhood Education, 27: 302-318, Routledge. DOI: 10.1080/02568543.2013.796331
  • Anstrom, K.A. (2003). Team teaching between English as a second language and content specialists at the secondary level: a case study of teacher beliefs and practices. PhD Thesis. George Washington University.
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2): 282-295. doi: 10.1016/j.system.2012.05.001.
  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36(1): 81–109.
  • Borg, S. (2006). Teacher education and language education: Research and practice. London and New York: Continuum.
  • Breen, M.P., B. Hird, M. Milton, R. Oliver and A. Thwaite. (2001). Making sense of language teaching: teachers’ principles and classroom practices. Applied Linguistics, 22(4): 470 501.
  • Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170.
  • Denzin, N. K., Lincoln, Y.S. (2005). Handbook of Qualitative Research, Second Edition. Sage Publications, Thousand Oaks, California.
  • Donaghue, H. 2003. An instrument to elicit teachers’ beliefs and assumptions. ELT Journal 57(4): 344–51.
  • Dörnyei, Z. 2007. Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional settings. Vol. 8. Cambridge: Cambridge University Press.
  • Er, K. O. (2013). A study of the epistemological beliefs of teacher candidates in terms of various variables. Eurasian Journal of Educational Research, 50, Winter 2013, 207-226.
  • Farrell, T.S.C., Kun, S.T.K. (2008). Language policy, language teachers’ beliefs, and classroom practices. Applied Linguistics 29,(3): pp. 381–403.
  • Farrell, T.S.C., Lim, P.C.P. (2005). Conceptions of grammar teaching: a case study of teachers’ beliefs and classroom practices. TESL-EJ 9(2), pp. 1-13.
  • Feryok, A. (2004). Personal practice theories: Exploring the role of language teacher experiences and beliefs in the integration of theory and practice. PhD thesis. University of Auckland.
  • Harmer, J. (2007). How to teach English-New edition. England: Longman.
  • Horwitz, E.K. 1985. Surveying student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals 18, no. 4: 333–40.
  • Hutchby, I., & Wooffitt, R. (1998). Conversational analysis. Malden MA: Blackwell Pub.
  • Krashen, S. D. 1981. Second language acquisition and second language learning. Oxford University Press.
  • Li, L. & Walsh, S.. (2011). Seeing is believing: looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse 2, no. 1: 39–57.
  • Lortie, D. C. (1975). School-teacher: A sociological study. Chicago: The University of Chicago Press.
  • Mattheoudakis, M. (2007). Tracking the changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teacher and Teacher Education,23, pp. 1272-1288.
  • Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct’’. Review of Educational Research, 62(3), 307–332.
  • Powell, R. R. (1992). The influence of prior experiences on pedagogical constructs of traditional and non-traditional pre-service teachers. Teaching and Teacher Education, 8(3), 225–238.
  • Schommer, M. (1998). The role of adults’ beliefs about knowledge in school, work, and everyday life (Chapter 7).Smith, M. Cecil and Thomas Pourchot. Adult Learning and Development, pp.127-143.
  • Schramm, W. (1971). Notes on case studies for instructional media projects. Working paper for Academy of Educational Development, Washington DC.
  • Scrivener, J. (1994). Learning teaching. Oxford: Heinemann.
  • Seedhouse, P. (2005). Conversation analysis and language learning. Language teaching, 38(04), 165-187.
  • Sert, O. (2010). A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey. Online Submission, 12(3), 62-97.
  • Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils (pp. 19-59). London: Oxford University Press.
  • Tatto, M. T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles, and practice. Journal of Teacher Education, 49(1), 66–77.
  • Topçu, M.S., Yılmaz-Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676-693.
  • Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code‐switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302-325.
  • Wubbels, T. (1992). Taking account of student teachers’ preconceptions. Teaching and Teacher Education, 8(2), 137–149.
  • Yin, R. (1984). Case study research. Beverly Hills. Beverly Hills, Calif.: Sage Publications.
There are 36 citations in total.

Details

Journal Section Article
Authors

Orçin Karadağ This is me

Eda Üstünel

Publication Date October 24, 2017
Submission Date October 24, 2017
Published in Issue Year 2017 Volume: 3 Issue: 3

Cite

APA Karadağ, O., & Üstünel, E. (2017). İngilizce Öğretmeni Adaylarının Sahip Olduğunu Belirttiği ve Uyguladığı İnançlarının Tutarlılığı. Eğitim Kuram Ve Uygulama Araştırmaları Dergisi, 3(3), 81-96.