Development of student teachers' beliefs about learning and teaching in the context of a one-year postgraduate certificate of education programme in modern foreign languages
Başlık çevirisi mevcut değil.
- Tez No: 400634
- Danışmanlar: PROF. DR. BRIAN J. RICHARDS, DR. JON ROBERTS
- Tez Türü: Doktora
- Konular: Dilbilim, Linguistics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1999
- Dil: İngilizce
- Üniversite: The Unıversıty Of Readıng
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Yabancı Diller Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
The present study investigates the beliefs held by Modern Foreign Languages Postgraduate Certificate of Education student teachers. The study explores the sources of these beliefs on entry to course and how they may develop throughout the year. Also of interest are the factors that promote those changes and developments. The study was conducted with a total of 25 student teachers from the Reading MFL PGCE course in the academic year of 1997-1998. A constructivist approach to the investigation is adopted. According to this view, learning to teach is conceptualised as a complex process of change in student teacher beliefs. Throughout the thesis, the terms belief and personal theory are used interchangeably. Within the framework of the present study, the terms refer to a system of constructs that student teachers use in thinking about, assessing, categorising and guiding pedagogic practice (Olson, 1980; Pope and Scott, 1984). The study adopts a naturalistic/interpretative approach. A multi-method research design using qualitative research techniques was employed. Data were obtained from three sets of semi-structured open-ended interviews, participant observation, language learning autobiographies, and 3“snake”interviews. The picture that emerges of student teacher beliefs, their sources and development is of their distinctive individuality and idiosyncrasy. Student teachers construe their roles as teachers, the teaching profession and pupils in their own ways. They have their own concerns and their own views as to how a language classroom should look. The findings indicate that beliefs held on entry are gradually modified and re-organised over the year. The degree and timing of development vary from one individual to the other. In a similar manner, the factors that promote development in student teacher beliefs are highly varied and idiosyncratic. It is suggested that the findings of the study may have significant implications for initial training course design, and some theoretical and methodological implications for future research. Additionally, the need to take into account the richness of student teachers' initial beliefs and the idiosyncrasy of their development is discussed. The importance of giving student teachers a chance to regulate their own learning is emphasised.
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