@article{article_631499, title={Dealing with in-class challenges: Pre-service teacher cognitions and influences}, journal={Journal of Language and Linguistic Studies}, volume={15}, pages={754–772}, year={2019}, DOI={10.17263/jlls.631499}, author={Çimen, Şeyda Selen and Daloğlu, Ayşegül}, keywords={Pre-service English language teacher; Teacher cognition; Influences; In-class challenges; Practicum}, abstract={

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.

Dealing with in-class challenges: Pre-service teacher cognitions and influences

This study explores cognitions of pre-service English language teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching and the influences that shape their cognitions. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English language teachers’ cognitions. Data for this study were collected in two main stages. The first stage involved collection of the base-line data through an open-ended questionnaire with a view to identifying in-class challenges experienced by in-service English language teachers. The second stage included scenario-based interviews with pre-service teachers that took place before and after the practicum.  Results of the study reveal that (1) pre-service teachers generated various strategies in their pre- and post-practicum cognitions; (2) there were traces of change in cognitions due to practicum; (3) courses in teacher education program, pre-service teachers’ own learning experiences, and practicum experiences emerged as influences that shape their cognitions.

Information about Author(s)*

Author 1

Author (Last name, First name)

 Çimen, Şeyda Selen

Affiliated institution (University)

  Muğla Sıtkı Koçman University

Country

 

Email address

 

Department & Rank