Novice EFL Teachers' Beliefs about Teaching and Learning, and their Classroom Practices

2014-01-01
Erkmen, Besime
The purpose of this study was to examine novice EFL teachers' beliefs about teaching and learning, and the relationship between their beliefs and classroom practices. Nine non-native novice EFL teachers teaching at a private university in Northern Cyprus participated in this nine month long study. Data collection consisted of semi-structured interviews, classroom observations, post-lesson reflection forms, and stimulated recall interviews. The findings of the study showed that novice teachers' previous experiences as students' have an impact on the formation of their initial beliefs about teaching and learning. The results also revealed that when teachers became aware of the incongruence between their beliefs and practices, they attempted to align their beliefs more closely with their practices. Lastly, the study found that due to students' expectations, teachers were willing to perform certain practices which were contrary to their beliefs. Recommendations for future research and implications of the findings are discussed.
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION

Suggestions

Child-centred education: preschool teachers' beliefs and self-reported practices
Sak, Ramazan; Erden, Feyza; Morrison, George S. (2016-01-01)
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the phy...
Preschool teachers' beliefs and practices related to child-centred education in Turkey
Sak, Ramazan; Erden, Feyza; Morrison, George S (2018-01-01)
This study describes the beliefs, self-reported practices and actual practices related to child-centred education of five female preschool teachers in Ankara, Turkey, and assesses the consistency between the participants' beliefs and practices. Data were collected through interviews, classroom observations and document review. The results indicated that the participant teachers' beliefs and practices as expressed through instructional activities, relationships, behaviour management, assessment, parental inv...
Turkish early childhood pre-service teachers’ beliefs about free play and teacher roles in free play
Meran, Sevi; Erden, Feyza Tantekin,; Department of Early Childhood Education (2019)
The purpose of this study was to investigate Turkish early childhood pre-service teachers’ beliefs about free play and teacher roles in play as well as the changes, if any, occur in these beliefs after taking teaching practice course. In this study, explanatory sequential mixed method was employed and qualitative data was used to support and enrich the quantitative data. The participants of the study were senior early childhood preservice teachers from public universities in Ankara, ...
Turkish preschool teachers' beliefs and practices related to two dimensions of developmentally appropriate classroom management
Şahin Sak, İkbal Tuba; Erden, Feyza; Durodola, Sharolyn (2018-01-01)
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally ap...
Induction into Teaching in Turkish Secondary Schools: A Multiple Case Study of First Year Teachers’ Experiences
Gunes, Tugba; Yıldırım, Ali (2019-03-01)
The aim of this study was to examine the experiences of the first year of four novice teachers regarding their classroom experiences, relationships with colleagues, mentoring process and the reflections on the pre-service teacher education they received. The study adopted a qualitative multiple-case study design and the data were collected from four novice teachers through semi structured interviews. Additionally, 28-hour classroom observations were conducted and documents such as teachers’ materials, exam ...
Citation Formats
B. Erkmen, “Novice EFL Teachers’ Beliefs about Teaching and Learning, and their Classroom Practices,” HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, pp. 99–113, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/63954.