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

2017-05-21
Çimen, Şeyda Selen
Daloğlu, Ayşegül
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.

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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.