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

Yıl 2019, Cilt: 15 Sayı: 3, 754 - 772, 01.10.2019
https://doi.org/10.17263/jlls.631499

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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



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



 Daloğlu, Ayşegül



Affiliated
institution (University)



 METU



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Bailey, K. M., Berghthold, B., Braunstein B., Fleichman N. J.,. Holbrook, M., Tuman, P J., Waissbluth X., & Zambo, L.J. (1996). The language learners’ autobiography: Examining the “apprenticeship of observation”. In D. Freeman and J. C. Richards (Eds.), Teacher learning in language teaching. (pp. 11-29). Cambridge University Press.
  • Bartels, N. (2009). Knowledge about language. In A. Burns and J. C. Richards (Eds.) The Cambridge guide to second language teacher education. (pp. 125-134). Cambridge University Press.
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System: An International Journal of Educational Technology and Applied Linguistics. 40(2). 282-295.
  • 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, M., (2005). A case study of development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9, 1-30.
  • Borg, S. (2005). Experience, knowledge about language, and classroom experience in teaching grammar. In N. Bartels (Ed.). Applied linguistics and language teacher education. (pp. 325-340). New York: Springer.
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Borg, S. (2011). The impact of in-service education on language teachers’beliefs. System, 39, 370-380.
  • Borg, S. (2012). Current approaches to language teacher cognition research: A methodological analysis. In R. Bernard and A. Burns (eds.). Researching language teacher cognition and practice: International case studies. (pp. 11-29). Multilingual Matters.
  • Breen, M. P., Hird, B., Milton, M., Oliver R. & Thwaite, A. (2001). Making sense of language teaching: teachers’ principles and classroom practices. Applied Linguistics, 22 (4), 470−501.
  • Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman and J. C. Richards (Eds.). Teacher learning in language teaching. (pp. 154-177. Cambridge: Cambridge University Press.
  • Cabaroglu, N. & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year old PGCE programme. System, 28, 387-402.
  • Clandinin, D.J. (1985). Personal practical knowledge: A study of teachers' classroom images. Curriculum Inquiry. 15(4). 361-385.
  • Clark, C. M. And P. L. Peterson (1984). Teachers’ thought processes. Occational Paper No 72. Downloaded from: ERIC, Number: ED251449 Corbin, J. and Strauss, A. (2008) Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Farrel, T. S. C. (2008). Learning to teach language in the first year: A Singapore case study. In Farrel T. (Ed.) Novice language teachers: Insights and perspectives for the first year (pp. 43-56S). C. Equinox.
  • Flores, B. B. (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual Research Journal. 25, 251-275.
  • Gholami, K. and J. Husu (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26, 1520-1529.
  • Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly. 32, 447-464.
  • Golombek, P. R. (2009). Personal practical knowledge in language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education. (pp. 155-162). Cambridge University Press.
  • Gomez, M.L. (1990). Reflections on research for teaching: Collaborative inquiry with a novice teacher. Journal of Education for Teaching. 16(19). 45-56.
  • Grisham, D., L.. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology. 21. 145-170.
  • Han, I., Shin, W. S. & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching, 23(7), 829-842.
  • Liu, Y. & Fisher, L. (2006). The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases. Teacher Development, 10, 343-360. Lortie, D., C. (1975). Schoolteacher: A sociological study. The University of Chicago Press.
  • Meijer, P.C., Verloop, N., & Beijaard D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education. 15, 59-84.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Sage Publications.
  • Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly. 30(1). 131-153.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62. 307-332.
  • Pennington, M. C. And A. Urmston. (1998). The teaching orientation of graduating students on a BATESL course in Hong Kong: A comparison with first year students. Hong Kong Journal of Applied Linguistics. 3(2). 17-45.
  • Phipps, S., (2007). What difference does DELTA make? Cambridge ESOL: Research Notes, 29, 12-16.
  • Polat, N. (2010). Pedagogical treatment and change in preservice teacher beliefs: An experimental study. International Journal of Educational Research. 49, 195-209.
  • 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 in language teaching (pp. 242-259). Cambridge: CUP.
  • Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly. 30, 281-296.
  • Richards, J. C. & Pennington, M. (1998). The first year of teaching. In J.C. Richards (ed.). Beyond Training. (pp. 173-190). Cambridge University Press.
  • Saldana, J. (2009). The coding manual for qualitative researchers. SAGE Publications.
  • Santoro, N. and A. Allard. (2008). Scenarios as springboards for reflection on practice: Stimulating discussion. Reflective Practice, 9(2), 167-176.
  • Sykes, G. and T. Bird. (1992). Teacher education and the case idea. Review of Research in Education. 18, 457-519.
  • Tsui, A. B. M. (2011). Teacher education and teacher development. In E. Hinkel (ed). Handbook of research in second language teaching and learning (Vol. II. pp. 21-39). New York: Routledge.
  • Tüzel, A. E. B. and S. Akcan. (2009). Raising the language awareness of pre-service English teachers in an EFL context. European Journal of Teacher Education. 32(3). 271-287.
  • Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education. 17(2). 112-137.
  • Williams, M. and Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Warford, M.,K. and J. Reeves. (2003). Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice. 9(1). 47-65.
  • Woods, D. & Cakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39(3), 381-390.
  • Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
  • Wright, T. (2005). Classroom management in language education. Palgrave Macmillan UK.
  • Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies. 4(1), 73-81.
Yıl 2019, Cilt: 15 Sayı: 3, 754 - 772, 01.10.2019
https://doi.org/10.17263/jlls.631499

Öz

Kaynakça

  • Bailey, K. M., Berghthold, B., Braunstein B., Fleichman N. J.,. Holbrook, M., Tuman, P J., Waissbluth X., & Zambo, L.J. (1996). The language learners’ autobiography: Examining the “apprenticeship of observation”. In D. Freeman and J. C. Richards (Eds.), Teacher learning in language teaching. (pp. 11-29). Cambridge University Press.
  • Bartels, N. (2009). Knowledge about language. In A. Burns and J. C. Richards (Eds.) The Cambridge guide to second language teacher education. (pp. 125-134). Cambridge University Press.
  • Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System: An International Journal of Educational Technology and Applied Linguistics. 40(2). 282-295.
  • 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, M., (2005). A case study of development in pedagogic thinking of a pre-service teacher. TESL-EJ, 9, 1-30.
  • Borg, S. (2005). Experience, knowledge about language, and classroom experience in teaching grammar. In N. Bartels (Ed.). Applied linguistics and language teacher education. (pp. 325-340). New York: Springer.
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Borg, S. (2011). The impact of in-service education on language teachers’beliefs. System, 39, 370-380.
  • Borg, S. (2012). Current approaches to language teacher cognition research: A methodological analysis. In R. Bernard and A. Burns (eds.). Researching language teacher cognition and practice: International case studies. (pp. 11-29). Multilingual Matters.
  • Breen, M. P., Hird, B., Milton, M., Oliver R. & Thwaite, A. (2001). Making sense of language teaching: teachers’ principles and classroom practices. Applied Linguistics, 22 (4), 470−501.
  • Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman and J. C. Richards (Eds.). Teacher learning in language teaching. (pp. 154-177. Cambridge: Cambridge University Press.
  • Cabaroglu, N. & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year old PGCE programme. System, 28, 387-402.
  • Clandinin, D.J. (1985). Personal practical knowledge: A study of teachers' classroom images. Curriculum Inquiry. 15(4). 361-385.
  • Clark, C. M. And P. L. Peterson (1984). Teachers’ thought processes. Occational Paper No 72. Downloaded from: ERIC, Number: ED251449 Corbin, J. and Strauss, A. (2008) Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Farrel, T. S. C. (2008). Learning to teach language in the first year: A Singapore case study. In Farrel T. (Ed.) Novice language teachers: Insights and perspectives for the first year (pp. 43-56S). C. Equinox.
  • Flores, B. B. (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual Research Journal. 25, 251-275.
  • Gholami, K. and J. Husu (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26, 1520-1529.
  • Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly. 32, 447-464.
  • Golombek, P. R. (2009). Personal practical knowledge in language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education. (pp. 155-162). Cambridge University Press.
  • Gomez, M.L. (1990). Reflections on research for teaching: Collaborative inquiry with a novice teacher. Journal of Education for Teaching. 16(19). 45-56.
  • Grisham, D., L.. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology. 21. 145-170.
  • Han, I., Shin, W. S. & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching. Teachers and Teaching, 23(7), 829-842.
  • Liu, Y. & Fisher, L. (2006). The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases. Teacher Development, 10, 343-360. Lortie, D., C. (1975). Schoolteacher: A sociological study. The University of Chicago Press.
  • Meijer, P.C., Verloop, N., & Beijaard D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education. 15, 59-84.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. Sage Publications.
  • Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly. 30(1). 131-153.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62. 307-332.
  • Pennington, M. C. And A. Urmston. (1998). The teaching orientation of graduating students on a BATESL course in Hong Kong: A comparison with first year students. Hong Kong Journal of Applied Linguistics. 3(2). 17-45.
  • Phipps, S., (2007). What difference does DELTA make? Cambridge ESOL: Research Notes, 29, 12-16.
  • Polat, N. (2010). Pedagogical treatment and change in preservice teacher beliefs: An experimental study. International Journal of Educational Research. 49, 195-209.
  • 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 in language teaching (pp. 242-259). Cambridge: CUP.
  • Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly. 30, 281-296.
  • Richards, J. C. & Pennington, M. (1998). The first year of teaching. In J.C. Richards (ed.). Beyond Training. (pp. 173-190). Cambridge University Press.
  • Saldana, J. (2009). The coding manual for qualitative researchers. SAGE Publications.
  • Santoro, N. and A. Allard. (2008). Scenarios as springboards for reflection on practice: Stimulating discussion. Reflective Practice, 9(2), 167-176.
  • Sykes, G. and T. Bird. (1992). Teacher education and the case idea. Review of Research in Education. 18, 457-519.
  • Tsui, A. B. M. (2011). Teacher education and teacher development. In E. Hinkel (ed). Handbook of research in second language teaching and learning (Vol. II. pp. 21-39). New York: Routledge.
  • Tüzel, A. E. B. and S. Akcan. (2009). Raising the language awareness of pre-service English teachers in an EFL context. European Journal of Teacher Education. 32(3). 271-287.
  • Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education. 17(2). 112-137.
  • Williams, M. and Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
  • Warford, M.,K. and J. Reeves. (2003). Falling into it: Novice TESOL teacher thinking. Teachers and Teaching: Theory and Practice. 9(1). 47-65.
  • Woods, D. & Cakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39(3), 381-390.
  • Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
  • Wright, T. (2005). Classroom management in language education. Palgrave Macmillan UK.
  • Zheng, H. (2009). A review of research on EFL pre-service teachers’ beliefs and practices. Journal of Cambridge Studies. 4(1), 73-81.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Şeyda Selen Çimen

Ayşegül Daloğlu

Yayımlanma Tarihi 1 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 3

Kaynak Göster

APA Çimen, Ş. S., & Daloğlu, A. (2019). Dealing with in-class challenges: Pre-service teacher cognitions and influences. Journal of Language and Linguistic Studies, 15(3), 754-772. https://doi.org/10.17263/jlls.631499
AMA Çimen ŞS, Daloğlu A. Dealing with in-class challenges: Pre-service teacher cognitions and influences. Journal of Language and Linguistic Studies. Ekim 2019;15(3):754-772. doi:10.17263/jlls.631499
Chicago Çimen, Şeyda Selen, ve Ayşegül Daloğlu. “Dealing With in-Class Challenges: Pre-Service Teacher Cognitions and Influences”. Journal of Language and Linguistic Studies 15, sy. 3 (Ekim 2019): 754-72. https://doi.org/10.17263/jlls.631499.
EndNote Çimen ŞS, Daloğlu A (01 Ekim 2019) Dealing with in-class challenges: Pre-service teacher cognitions and influences. Journal of Language and Linguistic Studies 15 3 754–772.
IEEE Ş. S. Çimen ve A. Daloğlu, “Dealing with in-class challenges: Pre-service teacher cognitions and influences”, Journal of Language and Linguistic Studies, c. 15, sy. 3, ss. 754–772, 2019, doi: 10.17263/jlls.631499.
ISNAD Çimen, Şeyda Selen - Daloğlu, Ayşegül. “Dealing With in-Class Challenges: Pre-Service Teacher Cognitions and Influences”. Journal of Language and Linguistic Studies 15/3 (Ekim 2019), 754-772. https://doi.org/10.17263/jlls.631499.
JAMA Çimen ŞS, Daloğlu A. Dealing with in-class challenges: Pre-service teacher cognitions and influences. Journal of Language and Linguistic Studies. 2019;15:754–772.
MLA Çimen, Şeyda Selen ve Ayşegül Daloğlu. “Dealing With in-Class Challenges: Pre-Service Teacher Cognitions and Influences”. Journal of Language and Linguistic Studies, c. 15, sy. 3, 2019, ss. 754-72, doi:10.17263/jlls.631499.
Vancouver Çimen ŞS, Daloğlu A. Dealing with in-class challenges: Pre-service teacher cognitions and influences. Journal of Language and Linguistic Studies. 2019;15(3):754-72.