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EXPLORATION OF THE BELIEFS OF NOVICE LANGUAGE TEACHERS AT THE FIRST YEAR OF THEIR TEACHING ENDEAVORS

Year 2007, Issue: 17, 1 - 14, 01.02.2007

Abstract

This study explores the primary concerns of novice English Language Teaching ELT teachers, examines if novice teachers deviate from the training they got at their BA level, and seeks for possible explanations of the discrepancy between novice teachers’ background and their application in meeting the demands of a real classroom. Through Likert-scale questionnaires prepared after adapting Johnson’s 1992 belief inventory, quantitative data were collected from 13 ELT teachers. Results of the one-way multivariate analyses of variance MANOVA revealed that function-based statements determined by Johnson 1992 were preferred significantly more than skill-based statements. Qualitative data were collected through semi-structured interviews to get meaningful insights about the concerns of novice teachers. Results of the qualitative data confirmed the findings of the previous studies, revealed a gap between teachers’ beliefs and practices, and suggested that primary concerns of novice teachers are establishing a classroom conduct in terms of an appropriate degree of discipline, covering the required material on time and preparing for the examinations rather students’ well-being and involving them in meaningful learning activities. Possible reasons for this situation are identified

References

  • Akyel, A. (1997). Experienced and student EFL teachers' instructional thoughts and actions. Canadian Modern Language Review, 53 (4): 677-692.
  • Almarza, G. (1996). ‘Student foreign language teachers’ knowledge growth’. In D. Freeman and J. Richards (eds.), Teacher learning in language teaching (pp. 50- 78). New York: Cambridge University Press.
  • Ashton, P. & Crocker, L. (1987). Systematic study of planned variations: The essential focus of teacher education reform. Journal of Teacher Education, 38, 2-8.
  • Bullough, R. V., Knowles, J. G. & Crow, N. A. (1991). Emerging as a teacher. New York: Routledge.
  • Bullough, R. V. & Baughman, K. (1993). Continuity and change in teacher development: First year teacher after five years. Journal of Teacher Education, 44(2), 86-95.
  • Everston, C., Hawley, W. D. & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36, 2- 10.
  • Freeman & J. Richards (1996). Teacher learning in language teaching. New York: Cambridge University Press.
  • Ferguson, P. & Womack, S. T. (1993). The impact of subject matter and education coursework on teaching performance. Journal of Teacher Education, 44(1), 55-63
  • Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
  • Hall, G. E., & Loucks, S. (1979). ‘Teacher concerns as a basis for facilitating and personalizing staff development', in Lieberman, A. & Miller, L. (Eds.) Staff development: New demands, new realities, new perspectives, New York: Teachers Press.
  • Huck, S. W. (2000). Reading statistics and research. New York: Longman.
  • Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
  • Johnson, K.E. (1996). ‘The vision versus the reality: The tensions of the TESOL practicum’. In D. Freeman and J. Richards (eds.), Teacher learning in language teaching (pp. 30-49). New York: Cambridge University Press.
  • Kagan, D. M (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-68.
  • Leinhardt, G. & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 78, 75-95.
  • McEwan, H. & Bull, B (1991). The pedagogic nature of subject matter knowledge. American Educational Research Journal, 28, 316-334.
  • Moran, P. R. (1996). ‘I’m not typical: Stories of becoming a Spanish teacher.’ In D. Freeman and J. Richards (Eds.), Teacher learning in language teaching (pp.125-153). New York: Cambridge University Press.
  • Pallant, J. (2001). SPSS survival manual. Maidenhead, PA: Open University Press.
  • Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30, 281-296
  • Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.
  • Richards, J. C. & Lockhart, C. (1995). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
  • Roberts, J. (1998). Language teacher education. New York: Arnold.
  • Sandholtz, J. H., Ringstaff, C. & Dwyer, D. (1990) Teaching in High-Tech Environments- Classroom Management Revisited: First - Fourth Year Findings. Cupertino: Apple Computer Inc.
  • Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-14.
  • Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
  • Tabachnick, B. G: & Fidell, L. S. (1996). Using multivariate statistics (3rd edition). New York: Harper & Row.
  • Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.
Year 2007, Issue: 17, 1 - 14, 01.02.2007

Abstract

Bu çalışma, yeni İngilizce öğretmenlerinin öncelikli kaygılarınıincelemekte, uygulama sırasında lisans düzeyinde öğrendikleri kuramlardan sapıp sapmadıklarınıaraştırmakta ve gerçek sınıf ortamının gereklerini yerine getirirken yaşadıklarıkuram ve uygulama arasındaki farklılıklarıaçıklamanın çeşitli yollarınıaramaktadır. Johnson 1992 tarafından geliştirilen kanıenvanterinin Likert ölçeğe göre adapte edilmesi ile nicel veriler, yarıyapılandırılmışgörüşmelerle nitel veriler toplanmıştır. 13 İngilizce öğretmeninden toplanan verilerle yapılan çoklu varyans analizi MANOVA sonucunda Johnson 1992 tarafından dile getirilen işlev temelli yargıların beceri temelli yargılardan çok daha fazla tercih edildiği görülmüştür. Nicel çözümlemelerin ardından öğretmenlerin kaygılarınıdaha iyi anlamak amacıyla görüşmeler yapılmıştır. Nitel veriler, önceki çalışmalarıdesteklemiş, düşünüşve uygulama arasında farklılık olduğunu göstermiş, yeni öğretmenlerin birincil kaygılarının öğrencilerin anlamlıetkinliklerle yönlendirilmesi yerine sınıf yönetimi, ideal disiplinin sağlanması, ders içeriğinin zamanında tamamlanmasıve sınavlara hazırlanmak olduğunu göstermiştir. Çalışmada betimlenen durum için olasıaçıklamalara yer verilmiştir.

References

  • Akyel, A. (1997). Experienced and student EFL teachers' instructional thoughts and actions. Canadian Modern Language Review, 53 (4): 677-692.
  • Almarza, G. (1996). ‘Student foreign language teachers’ knowledge growth’. In D. Freeman and J. Richards (eds.), Teacher learning in language teaching (pp. 50- 78). New York: Cambridge University Press.
  • Ashton, P. & Crocker, L. (1987). Systematic study of planned variations: The essential focus of teacher education reform. Journal of Teacher Education, 38, 2-8.
  • Bullough, R. V., Knowles, J. G. & Crow, N. A. (1991). Emerging as a teacher. New York: Routledge.
  • Bullough, R. V. & Baughman, K. (1993). Continuity and change in teacher development: First year teacher after five years. Journal of Teacher Education, 44(2), 86-95.
  • Everston, C., Hawley, W. D. & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36, 2- 10.
  • Freeman & J. Richards (1996). Teacher learning in language teaching. New York: Cambridge University Press.
  • Ferguson, P. & Womack, S. T. (1993). The impact of subject matter and education coursework on teaching performance. Journal of Teacher Education, 44(1), 55-63
  • Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
  • Hall, G. E., & Loucks, S. (1979). ‘Teacher concerns as a basis for facilitating and personalizing staff development', in Lieberman, A. & Miller, L. (Eds.) Staff development: New demands, new realities, new perspectives, New York: Teachers Press.
  • Huck, S. W. (2000). Reading statistics and research. New York: Longman.
  • Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.
  • Johnson, K.E. (1996). ‘The vision versus the reality: The tensions of the TESOL practicum’. In D. Freeman and J. Richards (eds.), Teacher learning in language teaching (pp. 30-49). New York: Cambridge University Press.
  • Kagan, D. M (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-68.
  • Leinhardt, G. & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 78, 75-95.
  • McEwan, H. & Bull, B (1991). The pedagogic nature of subject matter knowledge. American Educational Research Journal, 28, 316-334.
  • Moran, P. R. (1996). ‘I’m not typical: Stories of becoming a Spanish teacher.’ In D. Freeman and J. Richards (Eds.), Teacher learning in language teaching (pp.125-153). New York: Cambridge University Press.
  • Pallant, J. (2001). SPSS survival manual. Maidenhead, PA: Open University Press.
  • Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30, 281-296
  • Richards, J. C. (1998). Beyond training. Cambridge: Cambridge University Press.
  • Richards, J. C. & Lockhart, C. (1995). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
  • Roberts, J. (1998). Language teacher education. New York: Arnold.
  • Sandholtz, J. H., Ringstaff, C. & Dwyer, D. (1990) Teaching in High-Tech Environments- Classroom Management Revisited: First - Fourth Year Findings. Cupertino: Apple Computer Inc.
  • Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15, 4-14.
  • Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
  • Tabachnick, B. G: & Fidell, L. S. (1996). Using multivariate statistics (3rd edition). New York: Harper & Row.
  • Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.
There are 27 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Yavuz Akbulut This is me

Publication Date February 1, 2007
Published in Issue Year 2007 Issue: 17

Cite

APA Akbulut, Y. (2007). EXPLORATION OF THE BELIEFS OF NOVICE LANGUAGE TEACHERS AT THE FIRST YEAR OF THEIR TEACHING ENDEAVORS. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(17), 1-14.

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