A Case study on pre-service english language teachers‟ cognitions and practices regarding most commonly experienced in-class challenges

Download
2017
Çimen, Şeyda Selen
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 stages. The first stage involves collection of the base-line data through an open-ended questionnaire with a view to identifying in-class challenges experienced by English language teachers. The second stage aims to collect data on the cognitions and actions of pre-service teachers. Data collection activities in this stage include scenario-based interviews, collection of field notes during classroom observations, and stimulated-recall sessions that were carried out after the practice teaching hours. Twenty English language teachers working at public secondary schools and six pre-service English language teachers at a state university make up the participants of this case study. Results of the study reveal that (1) pre-service teachers generated various strategies in their pre-practicum cognitions, practices, and post-practicum cognitions; (2) courses in teacher education program, their own learning experiences, classroom observations at the host school, their practice teaching experiences, and mentor teacher’s recommendations emerged as influences that shape their cognitions and practices in dealing with those challenges; and (3) pre-service teachers generated more strategies that have one-to-one correspondence in their cognitions and practices to deal with resource-related challenges than learner-related challenges.  

Suggestions

A Qualitative case study of english language teachers’ views towards teacher research as a professional development tool
Karakaya, Nuriye; Savaş, Perihan; Department of English Language Teaching (2015)
This study investigated the current situation in relation to teacher research as a professional development tool among practicing English teachers in Turkey in their respective educational contexts. The perceptions of in-service ELT teachers on teacher research as a professional development tool and its sustainment among practitioners were studied in a qualitative case study design. Eighteen in- service EFL teachers from primary school, high school and university settings were recruited in the study. Initia...
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...
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...
A Narrative inquiry into the professional identity formation of second career EFL teachers
Aslan, Reyhan; Eröz Tuğa, Betil; Department of English Language Teaching (2016)
This study aims to have a clearer understanding of the motivations of second career teachers for pursuing teaching as a career, the role of attributes they bring from their previous careers in their teaching practices and the challenges they face after their transition to teaching. Another aim of this study is to investigate the perceptions of second career EFL teachers coming from diverse disciplinary backgrounds in relation to their professional identity and the factors shaping their perceptions about the...
A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education
Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01)
This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
Citation Formats
Ş. S. Çimen, “A Case study on pre-service english language teachers‟ cognitions and practices regarding most commonly experienced in-class challenges,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.