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

Date

2019-01-01

Author

Çimen, Şeyda Selen
Daloğlu, Ayşegül

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

98
views

0
downloads

© 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

Suggestions

OpenMETU
Core

Dealing with in-class challenges: Pre-service English teacher cognitions Çimen, Şeyda Selen; Daloğlu, Ayşegül (2017-05-21) This study explores cognitions of pre-service English 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 teachers’ cognitions. Data for this study were collected in two main stages. The first stage involved collection of the base-line data through a qualitative questionnaire with a view to id...
A Case study on pre-service english language teachers‟ cognitions and practices regarding most commonly experienced in-class challenges Çimen, Şeyda Selen; Daloğlu, Ayşegül; Department of Foreign Language Education (2017) This study explores cognitions and practices of pre-service English language teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching, the influences that shape their cognitions and practices, and the relationship between their cognitions and practices. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English language teachers’ cognitions and practices. Data for this study were collected in two main s...
Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers Öztürk, Gökhan; Gürbüz, Nurdan (2017-01-01) This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse th...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014) The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
An Analysis of english language testing and evaluation course in english language teacher education programs in Turkey: developing language assessment literacy of pre-service efl teachers Şahin, Sevgi; Hatipoğlu, Çiler; Department of Foreign Language Education (2019) This thesis aims to draw a detailed portrait of the status quo of English Language Testing and Evaluation Course (ELTEC) in the English Language (EL) Teacher Education Programs in Turkey focusing on the construct of language assessment literacy (LAL) for prospective EFL teachers. To this end, it examines how ELTEC instructors plan, teach, and assess in the ELTEC, the problems encountered; suggestions and solutions to these problems for effective LAL development as well as pre-service EFL teachers' evaluatio...

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.