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

Date

2019-01-01

Author

Çimen, Şeyda Selen
Daloğlu, Ayşegül

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© 2019 JLLS and the Authors - Published by JLLS.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.

Subject Keywords

In-class challenges, Influences, Practicum, Pre-service English language teacher, Teacher cognition

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85075511681&origin=inward
https://hdl.handle.net/11511/100730

Journal

Journal of Language and Linguistic Studies

DOI

https://doi.org/10.17263/jlls.631499

Collections

Department of Foreign Language Education, Article

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Citation Formats

Ş. S. Çimen and A. Daloğlu, “Dealing with in-class challenges: Pre-service teacher cognitions and influences,” Journal of Language and Linguistic Studies, vol. 15, no. 3, pp. 754–772, 2019, Accessed: 00, 2022. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85075511681&origin=inward.