Research Article
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Pre-service EFL Teacher Cognition: Learning to Teach English through Authentic Materials

Year 2018, Volume: 8 Issue: 4, 20 - 39, 29.12.2018
https://doi.org/10.19126/suje.404645

Abstract

The
main purpose of this study is to investigate how pre-service EFL teachers
construct their knowledge and understanding while learning to teach through the
use of authentic materials over a 5-week training program. The methodology
involved a case study design with one Tanzanian and three Turkish pre-service
EFL teachers at Department of English Language Teaching (ELT) of a private
university in the northwest of Turkey. Drawing on qualitative research, the
study utilized various data sources including focus group interviews,
reflection papers, in-class discussions, diaries, and observation notes. The
analysis revealed four major themes that appear to have an influence on the
participants’ construction of knowledge and understanding in learning to teach
English through authentic materials: the role of micro-teaching, the role of
training, L2 learning experiences, and access to real life. The study
demonstrated that the process of pre-service teachers’ cognition of learning to
teach through authentic materials is complex and several factors are in order.

References

  • Almarza, M. Z. (1996). Student Foreign Language Teachers’ Knowledge Growth. In D. Freeman & J. C. Richards (Eds.), Teacher Learning in Language Teaching (pp. 50-78). Cambridge: CUP.
  • Borg, S. (1999). Studying Teacher Cognition In Second Language Grammar Teaching. System, 27 (1).
  • Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do. Language Teaching, 36, 81- 109.
  • Borg, S. (2012). Current Approaches to Language Teacher Cognition Research: A Methodological Analysis. In R. Barnard & A. Burns (Eds.), Researching Language Teacher Cognition and Practice: International Case Studies (pp. 11-29). Bristol, England: Multilingual Matters.
  • Borg, S., Birello M., Civera I., & Zanatta, T. (2014). The Impact of Teacher Education on Pre-Service Primary English Language Teachers. ELT Research Papers 14.03. London, British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/pub_E142%20ELTRP%20report_FINAL_V2.pdf
  • Cabaroglu, N., & Roberts, J. (2000). Development in Student Teachers’ Pre-Existing Beliefs During a 1-Year PGCE Programme. System, 38(3), 387-402.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
  • Crookes, G., & Arakaki, L. (1999). Teaching Idea Sources and Work Conditions in an ESL Program. TESOL Journal, 8, 15-19.
  • da Silva, M. (2005). Constructing the Teaching Process from Inside Out: How Pre-Service Teachers Make Sense of their Perceptions of the Teaching of The Four Skills. TESL, 9, 1-19.
  • Duff, P. (2008). Case Study Research in Applied Linguistics. New York: Routledge.
  • Farrell, T. C. (2005). Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices. TESL-EJ, 9.
  • Golombek, P. R., & Johnson, K. E. (2004). Narrative Inquiry as a Mediational Space: Examining Emotional and Cognitive Dissonance in Second-Language Teachers’ Development. Teachers and Teaching: Theory and Practice, 10(3), 307-327.
  • Johnson, K. E. (1992). The Relationship between Teachers' Beliefs and Practices During Literacy Instruction for Non-Native Speakers of English. Journal of Literacy Research, 24(1), 83-108.
  • Johnson, K. E. (1996). The Vision versus The Reality: The Tensions of the TESOL Practicum. In D. Freeman and J.C. Richards (Eds.), Teacher Learning in Language Teaching (pp.30-49). New York: Cambridge University Press.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: John Wiley & Sons.
  • Numrich, C. (1996). On Becoming a Language Teacher: Insights from Diary Studies. TESOL Quarterly, 30,131-53.
  • Peacock, M. (2001). Pre-Service ESL Teachers’ Beliefs about Second Language Learning: A Longitudinal Study. System, 29, 177-95.
  • Richards, J. C., Ho, B., & Giblin, K. (1996). Learning How to Teach in the RSA Cert. In D. Freeman & J. C. Richards (Eds.), Teacher Learning and Teacher Teaching (pp.242-259). Cambridge: Cambridge University Press.
  • Richards, J. C., & Nunan, D. (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.
  • Richardson, V. (1996). The Role of Attitudes and Beliefs in Learning to Teach. In J.Sikula (Ed.), Handbook of Research on Teacher Education. New York: Macmillan.
  • Roberts, J. (1998). Language Teacher Education. London: Arnold.
  • Senior, R. M. (2006). The Experience of Language Teaching, TESL-EJ, 11.
  • Suzuki, A. (2011). Introducing Diversity of English into ELT: Student Teachers’ Responses. ELT Journal, 65(2), 145-153.
  • Tsang, W. K. (2004). Teachers’ Personal Practical Knowledge and Interactive Decisions. Language Teaching Research.
  • Urmston, A. (2003). Learning to Teach English in Hong Kong: The Opinions of Teachers in Training. Language and Education, 17, 112-37.
  • Woods, D. (1996) Teacher Cognition in Language Teaching: Beliefs, Decision-making and Classroom Practice, Cambridge: Cambridge University Press.

Hizmet Öncesi İngilizce Öğretmenlerinin Bilişselliği: Gerçek Materyallerle İngilizce Öğretmeyi Öğrenme

Year 2018, Volume: 8 Issue: 4, 20 - 39, 29.12.2018
https://doi.org/10.19126/suje.404645

Abstract

Bu çalışmanın ana amacı hizmet öncesi İngilizce
öğretmenlerinin 5 haftalık bir eğitim süresince gerçek materyalleri kullanarak
İngilizce öğretmeyi öğrenirkenki bilgi ve anlayışlarını nasıl oluşturduğunu
incelemektir. Çalışma, Türkiye’nin kuzeybatısında özel bir üniversitede
İngilizce Öğretmenliği bölümünde okuyan 1 Tanzanyalı ve 3 Türk hizmet öncesi
İngilizce öğretmeni ile yapılan bir vaka çalışmasıdır. Nitel veriler; hedef
grup görüşmeleri, dönem sonu yansıtma kâğıtları, sınıf içi tartışmalar,
günlükler ve gözlem notları ile toplanmıştır. Analizimiz hizmet öncesi İngilizce
öğretmenlerinin gerçek materyalleri kullanarak İngilizce öğretmeyi öğrenirkenki
bilgi ve anlayışlarını oluşturmada etkisi olduğu görünen dört temel unsur
ortaya çıkarmıştır: küçük ölçekli öğretimin rolü, verilen eğitimin rolü, ikinci
dil öğrenme deneyimi ve gerçek hayat ile ilişkilendirme. Çalışma, hizmet öncesi
öğretmenlerinin gerçek materyalleri kullanarak İngilizce öğretmeyi öğrenirkenki
bilişsellik sürecinin karmaşık olduğunu ve birçok faktörün etkili olduğunu
göstermiştir.

References

  • Almarza, M. Z. (1996). Student Foreign Language Teachers’ Knowledge Growth. In D. Freeman & J. C. Richards (Eds.), Teacher Learning in Language Teaching (pp. 50-78). Cambridge: CUP.
  • Borg, S. (1999). Studying Teacher Cognition In Second Language Grammar Teaching. System, 27 (1).
  • Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do. Language Teaching, 36, 81- 109.
  • Borg, S. (2012). Current Approaches to Language Teacher Cognition Research: A Methodological Analysis. In R. Barnard & A. Burns (Eds.), Researching Language Teacher Cognition and Practice: International Case Studies (pp. 11-29). Bristol, England: Multilingual Matters.
  • Borg, S., Birello M., Civera I., & Zanatta, T. (2014). The Impact of Teacher Education on Pre-Service Primary English Language Teachers. ELT Research Papers 14.03. London, British Council. Retrieved from https://www.teachingenglish.org.uk/sites/teacheng/files/pub_E142%20ELTRP%20report_FINAL_V2.pdf
  • Cabaroglu, N., & Roberts, J. (2000). Development in Student Teachers’ Pre-Existing Beliefs During a 1-Year PGCE Programme. System, 38(3), 387-402.
  • Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
  • Crookes, G., & Arakaki, L. (1999). Teaching Idea Sources and Work Conditions in an ESL Program. TESOL Journal, 8, 15-19.
  • da Silva, M. (2005). Constructing the Teaching Process from Inside Out: How Pre-Service Teachers Make Sense of their Perceptions of the Teaching of The Four Skills. TESL, 9, 1-19.
  • Duff, P. (2008). Case Study Research in Applied Linguistics. New York: Routledge.
  • Farrell, T. C. (2005). Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices. TESL-EJ, 9.
  • Golombek, P. R., & Johnson, K. E. (2004). Narrative Inquiry as a Mediational Space: Examining Emotional and Cognitive Dissonance in Second-Language Teachers’ Development. Teachers and Teaching: Theory and Practice, 10(3), 307-327.
  • Johnson, K. E. (1992). The Relationship between Teachers' Beliefs and Practices During Literacy Instruction for Non-Native Speakers of English. Journal of Literacy Research, 24(1), 83-108.
  • Johnson, K. E. (1996). The Vision versus The Reality: The Tensions of the TESOL Practicum. In D. Freeman and J.C. Richards (Eds.), Teacher Learning in Language Teaching (pp.30-49). New York: Cambridge University Press.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: John Wiley & Sons.
  • Numrich, C. (1996). On Becoming a Language Teacher: Insights from Diary Studies. TESOL Quarterly, 30,131-53.
  • Peacock, M. (2001). Pre-Service ESL Teachers’ Beliefs about Second Language Learning: A Longitudinal Study. System, 29, 177-95.
  • Richards, J. C., Ho, B., & Giblin, K. (1996). Learning How to Teach in the RSA Cert. In D. Freeman & J. C. Richards (Eds.), Teacher Learning and Teacher Teaching (pp.242-259). Cambridge: Cambridge University Press.
  • Richards, J. C., & Nunan, D. (1990). Second Language Teacher Education. Cambridge: Cambridge University Press.
  • Richardson, V. (1996). The Role of Attitudes and Beliefs in Learning to Teach. In J.Sikula (Ed.), Handbook of Research on Teacher Education. New York: Macmillan.
  • Roberts, J. (1998). Language Teacher Education. London: Arnold.
  • Senior, R. M. (2006). The Experience of Language Teaching, TESL-EJ, 11.
  • Suzuki, A. (2011). Introducing Diversity of English into ELT: Student Teachers’ Responses. ELT Journal, 65(2), 145-153.
  • Tsang, W. K. (2004). Teachers’ Personal Practical Knowledge and Interactive Decisions. Language Teaching Research.
  • Urmston, A. (2003). Learning to Teach English in Hong Kong: The Opinions of Teachers in Training. Language and Education, 17, 112-37.
  • Woods, D. (1996) Teacher Cognition in Language Teaching: Beliefs, Decision-making and Classroom Practice, Cambridge: Cambridge University Press.
There are 26 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Dilan Ökcü This is me

Hatime Çiftçi

Publication Date December 29, 2018
Published in Issue Year 2018 Volume: 8 Issue: 4

Cite

APA Ökcü, D., & Çiftçi, H. (2018). Pre-service EFL Teacher Cognition: Learning to Teach English through Authentic Materials. Sakarya University Journal of Education, 8(4), 20-39. https://doi.org/10.19126/suje.404645