Dealing with in-class challenges: Pre-service English teacher cognitions

Date

2017-05-21

Author

Çimen, Şeyda Selen
Daloğlu, Ayşegül

Metadata

Show full item record

Item Usage Stats

237
views

0
downloads

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 identifying in-class challenges experienced by English teachers. The second stage of data collection included scenario-based interviews that took place before and after the practicum. Twenty English teachers working at public secondary schools and six pre-service English teachers enrolled in a four-year language teacher education program at a state university make up the participants of this case study. In the analyses of each set of data, the framework provided by Miles and Huberman –that is data reduction, data display, and conclusion drawing/verification – was followed in order to have systematicity in the analyses. Results of the study reveal that (1) pre-service teachers generated various strategies to deal with in-class challenges in their pre-practicum cognitions, and post-practicum cognitions; (2) courses in teacher education program, own learning experiences, classroom observations, and practice teaching experiences emerged as influences that shape their cognitions in dealing with in-class challenges. It is thought that this study contributes teacher cognition literature by investigating a rarely studied aspect of English Language teaching: dealing with in-class challenges.

Subject Keywords

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

URI

http://www.globeltconference.com/files/GlobELT2017_Conference_Book.pdf
https://hdl.handle.net/11511/71415

Conference Name

GlobELT 2017

Collections

Department of Foreign Language Education, Conference / Seminar

Suggestions

OpenMETU
Core

Dealing with in-class challenges: Pre-service teacher cognitions and influences Çimen, Şeyda Selen; Daloğlu, Ayşegül (2019-01-01) © 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 ba...
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...
Exploring the perceptions of teachers about their current and desired competencies defined by CEF and ELP: a case study Tandıroğlu, Işıl; Daloğlu, Ayşegül; Department of English Literature (2008) The purpose of this study is to find out the required teacher competencies in the implementation of the Common European Framework (CEF) and the English Language Portfolio (ELP) and to explore the perceptions of teachers about their current and desired competencies defined by CEF and ELP. The required competencies for the teachers are defined in the book calledCommon European Framework of Reference for Languages. This book being a reference for the whole European Union countries, identifies required teacher ...
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...

Citation Formats

Ş. S. Çimen and A. Daloğlu, “Dealing with in-class challenges: Pre-service English teacher cognitions,” Türkiye, 2017, p. 86, Accessed: 00, 2021. [Online]. Available: http://www.globeltconference.com/files/GlobELT2017_Conference_Book.pdf.