The influences of instructional policies in intensive English programs on novice teacher cognition: Help or hindrance?

Gök, Gökçen
Defined as “what teachers know, believe and think” (Borg, 2003, p. 81), teacher cognition has been a major research area in the field of language teaching in recent years. Previous research has revealed that teachers’ beliefs play an influential role in their instructional practices, suggesting significant implications for teacher education and development. Exploring L2 novice teachers’ cognition is yet a relatively neglected domain of inquiry (Borg, 2010; Farrell, 2008). In an attempt to address this gap in teacher cognition literature, this study investigated how novice English as a foreign language (EFL) teachers make sense of their teaching at a professional school culture with standards of conduct. The purpose is to explore the influences of the instructional policies implemented at an intensive English program on novice teachers’ teaching beliefs and practices and the factors interrelating with the policies in the shaping of them. The study also investigated novice teachers’ practice-based responses to the policies in language classrooms. Two Turkish novice EFL teachers took part in this study. Data was collected during a 15-week semester by means of semi-structured interviews, classroom observations, stimulated recall interviews and think-aloud protocols. Findings revealed that the novice teachers had confusions about the instructional policies they were expected to pursue in their teaching context. In addition, they experienced tensions between their beliefs and practices, which prevented them from teaching in line with their beliefs. The study also revealed that certain contextual factors (i.e., exam pressure, student profile and syllabus) and personal factors (i.e., background education and in-service teacher training course) were influential in the shaping of the novice teachers’ teaching beliefs. Finally, the study found that the novice teachers responded to the instructional policies in class in different ways mostly compromising their own beliefs. The teachers’ practiced-based responses to the instructional policies coupled with the influences of these policies on their teaching beliefs and practices (e.g., confusion, tension) indicated that the policies, as the teachers interpreted them, were a hindrance for them rather than help.


Two dimensions of teacher knowledge: The case of communicative language teaching
Woods, Devon; Aslantürk, Hamide (2011-09-01)
The interconnected conceptual areas of teacher knowledge and teacher beliefs (included by some authors under the rubric of teacher cognition) have been debated in the field of language education intensively for the last two decades, during which time the terminology used in the discussions has been interpreted in a variety of different ways. However, there have been limited attempts to study the way in which teacher knowledge and beliefs develop in specific cases of language teaching methodology: one area o...
An Exploratory case study of pre-service EFL teachers' sense of efficacy beliefs and perceptions of mentoring practices during practice teaching
Rakıcıoğlu Söylemez, Anıl Ş; Eröz Tuğa, Betil; Department of English Language Teaching (2012)
Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers; how this relationship plays a role in shaping pre-service teachers’ learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experie...
Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level
Öztürk, Mustafa; Yıldırım, Ali (2019-01-01)
Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
The Problems of Novice Classroom Teachers having Regular and Alternative Certificates
Taneri, Pervin Oya; Ok, Ahmet (2014-04-01)
The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Results of the stu...
The impact of teaching practicum on pre-service teachers’ perception of ELT
Arığ, Ayşe; Çopur, Deniz; Department of English Language Teaching (2016)
The purpose of the current study is to explore and identify the effects of practicum on pre-service English teachers’ perceptions of ELT. The study aims to interpret student teachers’ beliefs and perceptions after their first practicum experience during their school visits in FLE 425 School Experience. Five senior pre-service EFL student teachers, who had their first teaching experience in FLE 425 took part in the study. All student teachers were studying in the Department of Foreign Language Education at M...
Citation Formats
G. Gök, “The influences of instructional policies in intensive English programs on novice teacher cognition: Help or hindrance?,” M.S. - Master of Science, Middle East Technical University, 2015.