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Year 2014, Volume: 29 Issue: 29-1, 99 - 113, 23.07.2014

Besime Erkmen

Abstract

The purpose of this study was to examine novice EFL teachers’ beliefs about teaching and learning, and the relationship between their beliefs and classroom practices. Nine non-native novice EFL teachers teaching at a private university in Northern Cyprus participated in this nine month long study. Data collection consisted of semi-structured interviews, classroom observations, post-lesson reflection forms, and stimulated recall interviews. The findings of the study showed that novice teachers’ previous experiences as students’ have an impact on the formation of their initial beliefs about teaching and learning. The results also revealed that when teachers became aware of the incongruence between their beliefs and practices, they attempted to align their beliefs more closely with their practices. Lastly, the study found that due to students’ expectations, teachers were willing to perform certain practices which were contrary to their beliefs. Recommendations for future research and implications of the findings are discussed.

Keywords

Novice teachers beliefs and practices

References

  • Abdullah-Sani, A. S. Z. (2000). An analysis of the development of teacher belief construct during teaching practice and in the novice year of teaching: a case study of English language teachers in the Malaysian context. Unpublished PhD thesis. University of Warwick: Warwick, UK.
  • Akbulut, Y. (2007). Exploration of the beliefs of novice language teachers at the first year of their teaching endeavours. Selçuk University Journal of Social Sciences Institute, 17 (1).
  • Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351-375.
  • Borg, M. (2008). Teaching post-CELTA: the interplay of novice teacher, course and context. In T, S, C. Farrell, (Ed.), Novice language teachers: Insights and perspectives for the first year (pp.104-117). London: Equinox Publishing Ltd.
  • Borg, S. (2006). Teacher cognition and language education. London: Continuum.
  • Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14, 318-337.
  • Cabaroğlu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387-402.
  • Dellar, G. (1990). The needs of ‘novice’ teachers: A case study. Centre for App lied Language Studies University of Reading. CALS Workpapers – 1. Jon Roberts (Ed.)
  • Erdoğan, S. (2005). Experienced EFL teachers’ personal theories of Good teaching: A PCT-based investigation. Unpublished PhD thesis. University of Warwick: Warwick, UK.
  • Farrell, T, S, C. (2008). Learning to teach language in the first year: a Singapore case study. In T, S, C. Farrell, (Ed.), Novice language teachers: Insights and perspectives for the first year (pp.43-56). London: Equinox Publishing Ltd. Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching,35, 1–
  • Gass, S. M., & Mackey, A. (2000). Stimulated Recall Methodology in Second Language Research. Mahwah, NJ: Lawrence Erlbaum.
  • Hobbs, V. (2007). Examining short-term ELT teacher education: an ethnographic case study of trainees experiences. Unpublished doctoral thesis. University of Sheffield: Sheffield, UK.
  • Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre- service English as a second language teachers. Teaching and Teacher Education, 10, 439-452.
  • Karavas-Doukas, E. (1996). ‘Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50, 187-98.
  • Lortie, D. C. (1975). School Teacher: A Sociological Study. Chicago: University of Chicago Press.
  • Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23, 1272-1288.
  • Numrich, C. (1996). On Becoming a Language Teacher: Insights from diary studies. TESOL Quarterly, 30, 131-153.
  • Osam, U. V., & Balbay, S. (2004). Investigating the decision-making skills of co-operating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education, 20, 745-758.
  • Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education. 15(1).
  • Özturk, Ü., & Atay, D. (2010). Challenges of being a non-native English teacher. Educational Research, 1(5).
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (2), 307-322.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
  • Richards, J. C., Ho, B. & 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: CUP.
  • Richards, J. C., & Pennington, M. (1998). The first year of teaching. In J. C. Richards, Beyond Training (pp.173-190). Cambridge: CUP.
  • Richardson, V. (1998). How teachers change? Focus on Basics: Connecting Research and Practice, 2.
  • Richardson, V., & Placier, O. (2001). Teacher Change. In V. Richardson (Ed.), Handbook of research on teaching (4 th ed., pp. 905-947). Washington: American Educational Research Association.
  • Sato, K., & Kleinsasser, R. (1999). Communicative language teaching: Practical understandings. The Modern Language Journal, 83, 494–517.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4).
  • Seferoğlu, G., Korkmazgil, S., & Ölçü, Z. (2009). Gaining insights into teachers' ways of thinking via metaphors, Educational Studies, 35, 323-335.
  • Tabachnick, R. B., & Zeichner, K. M. (2003). Teachers’ beliefs and classroom behaviours: Some teacher responses to inconsistency. In M. Kompf & P. M. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education (pp. 165–175). Lisse: Swets & Zeitlinger.
  • Tercanlioğlu, L. (2005). Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 5(1), 145-162.
  • Urmston, A., & Pennington, M. C. (2008). The beliefs and practices of novice teachers in Hong Kong: change and resistance to change in an Asian teaching context. In T.S.C. Farrell (Ed.), Novice Language Teachers: Insights and Perspectives for the First Year (pp. 89–103). London: Equinox Publishing Ltd.
  • Walberg, H. J. (1977). Decision and perception: New constructs for research on teaching effects. CambridgeJournal of Education, 7(1), 33-39.

Novice EFL Teachers' Beliefs about Teaching and Learning, and their Classroom Practices

Year 2014, Volume: 29 Issue: 29-1, 99 - 113, 23.07.2014

Besime Erkmen

Abstract

Bu çalışmanın amacı, mesleğinin ilk yıllarındaki İngilizce öğretmenlerinin öğretme ve öğrenme ile ilgili inançlarını ve uygulamalarını incelemektir. Bu dokuz aylık çalışmaya, Kuzey Kıbrıs’ta özel bir üniversitede mesleğinin ilk yıllarında olan dokuz İngilizce öğretmeni katılmıştır. Veri toplama yöntemleri yüz yüze yapılan yarı yapılandırılmış görüşmeler, ders gözlemleri, gözlem sonrası yansıtıcı forumlar ve öğretmenlere anımsamayı sağlayan görüşmeler oluşmaktadır. Çalışmanın sonuçları öğretmenlerin inançlarının öğrencilik yıllarında oluştuğunu göstermektedir. Bulgular inançlarının ve uygulamalarının çatıştığının farkına vardıklarında, inançlarını uygulamalarına uyarlama girişiminde bulunduklarını göstermektedir. Bu çalışmada ortaya çıkan bir başka bulgu ise öğretmenler örgencilerinin beklentileri doğrultusunda inançlarına ters de olsa bazı uygulamalar yapmaya gönüllü olmalarıdır. Bulgular doğrultusunda öğretmen eğitim programlarına önerilerde bulunulmuştur.

Keywords

Yeni öğretmenler inançlar ve uygulamalar

References

  • Abdullah-Sani, A. S. Z. (2000). An analysis of the development of teacher belief construct during teaching practice and in the novice year of teaching: a case study of English language teachers in the Malaysian context. Unpublished PhD thesis. University of Warwick: Warwick, UK.
  • Akbulut, Y. (2007). Exploration of the beliefs of novice language teachers at the first year of their teaching endeavours. Selçuk University Journal of Social Sciences Institute, 17 (1).
  • Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351-375.
  • Borg, M. (2008). Teaching post-CELTA: the interplay of novice teacher, course and context. In T, S, C. Farrell, (Ed.), Novice language teachers: Insights and perspectives for the first year (pp.104-117). London: Equinox Publishing Ltd.
  • Borg, S. (2006). Teacher cognition and language education. London: Continuum.
  • Busch, D. (2010). Pre-service teacher beliefs about language learning: The second language acquisition course as an agent for change. Language Teaching Research, 14, 318-337.
  • Cabaroğlu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387-402.
  • Dellar, G. (1990). The needs of ‘novice’ teachers: A case study. Centre for App lied Language Studies University of Reading. CALS Workpapers – 1. Jon Roberts (Ed.)
  • Erdoğan, S. (2005). Experienced EFL teachers’ personal theories of Good teaching: A PCT-based investigation. Unpublished PhD thesis. University of Warwick: Warwick, UK.
  • Farrell, T, S, C. (2008). Learning to teach language in the first year: a Singapore case study. In T, S, C. Farrell, (Ed.), Novice language teachers: Insights and perspectives for the first year (pp.43-56). London: Equinox Publishing Ltd. Freeman, D. (1989). Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.
  • Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching,35, 1–
  • Gass, S. M., & Mackey, A. (2000). Stimulated Recall Methodology in Second Language Research. Mahwah, NJ: Lawrence Erlbaum.
  • Hobbs, V. (2007). Examining short-term ELT teacher education: an ethnographic case study of trainees experiences. Unpublished doctoral thesis. University of Sheffield: Sheffield, UK.
  • Johnson, K. E. (1994). The emerging beliefs and instructional practices of pre- service English as a second language teachers. Teaching and Teacher Education, 10, 439-452.
  • Karavas-Doukas, E. (1996). ‘Using attitude scales to investigate teachers’ attitudes to the communicative approach. ELT Journal, 50, 187-98.
  • Lortie, D. C. (1975). School Teacher: A Sociological Study. Chicago: University of Chicago Press.
  • Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23, 1272-1288.
  • Numrich, C. (1996). On Becoming a Language Teacher: Insights from diary studies. TESOL Quarterly, 30, 131-153.
  • Osam, U. V., & Balbay, S. (2004). Investigating the decision-making skills of co-operating teachers and student teachers of English in a Turkish context. Teaching and Teacher Education, 20, 745-758.
  • Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education. 15(1).
  • Özturk, Ü., & Atay, D. (2010). Challenges of being a non-native English teacher. Educational Research, 1(5).
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (2), 307-322.
  • Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390.
  • Richards, J. C., Ho, B. & 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: CUP.
  • Richards, J. C., & Pennington, M. (1998). The first year of teaching. In J. C. Richards, Beyond Training (pp.173-190). Cambridge: CUP.
  • Richardson, V. (1998). How teachers change? Focus on Basics: Connecting Research and Practice, 2.
  • Richardson, V., & Placier, O. (2001). Teacher Change. In V. Richardson (Ed.), Handbook of research on teaching (4 th ed., pp. 905-947). Washington: American Educational Research Association.
  • Sato, K., & Kleinsasser, R. (1999). Communicative language teaching: Practical understandings. The Modern Language Journal, 83, 494–517.
  • Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32(4).
  • Seferoğlu, G., Korkmazgil, S., & Ölçü, Z. (2009). Gaining insights into teachers' ways of thinking via metaphors, Educational Studies, 35, 323-335.
  • Tabachnick, R. B., & Zeichner, K. M. (2003). Teachers’ beliefs and classroom behaviours: Some teacher responses to inconsistency. In M. Kompf & P. M. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education (pp. 165–175). Lisse: Swets & Zeitlinger.
  • Tercanlioğlu, L. (2005). Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 5(1), 145-162.
  • Urmston, A., & Pennington, M. C. (2008). The beliefs and practices of novice teachers in Hong Kong: change and resistance to change in an Asian teaching context. In T.S.C. Farrell (Ed.), Novice Language Teachers: Insights and Perspectives for the First Year (pp. 89–103). London: Equinox Publishing Ltd.
  • Walberg, H. J. (1977). Decision and perception: New constructs for research on teaching effects. CambridgeJournal of Education, 7(1), 33-39.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Besime Erkmen This is me

Publication Date July 23, 2014
Published in Issue Year 2014 Volume: 29 Issue: 29-1

Cite

APA Erkmen, B. (2014). Novice EFL Teachers' Beliefs about Teaching and Learning, and their Classroom Practices. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 99-113.