Exploring Pre-service Teachers' Beliefs about English Teaching Competence, Perceived Competence, and Actual Competence

2019 ◽  
Vol 23 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Hyun Jin Kim
Keyword(s):  
Perceived Competence ◽  
English Teaching ◽  
Teaching Competence ◽  
Teachers Beliefs

scholarly journals The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology

2021 ◽  
Vol 6 ◽  
Author(s):  
Fabian Schumacher ◽  
Melanie Basten ◽  
Jörg Großschedl ◽  
Moritz Klatthaar ◽  
Matthias Wilde
Keyword(s):  
Teacher Training ◽  
Student Learning ◽  
Prospective Teachers ◽  
Learning Processes ◽  
Future Research ◽  
Biology Teachers ◽  
Teaching Competence ◽  
Teachers Beliefs ◽  
Professional Teaching ◽  
Beliefs About Learning

Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both perspectives are influenced by the way in which prospective teachers experienced their own lessons as pupils at school. We investigated how prospective biology teachers remembered their own biology lessons and how these experiences influenced their beliefs about learning regarding both perspectives. The sample consisted of 164 prospective biology teachers (Mage = 21.58 years, SDage = 2.5, 66.02% female) in Germany. Results of a simple mediation model indicate that previous experiences in biology lessons had an impact on both perspectives. Moreover, we found that the influence that previous lessons had on the beliefs about student learning was fully mediated by one’s beliefs about own learning processes. This suggests that experiences from one’s own schooling have an impact on how teachers view learning of their students. As implications for teacher training and future research, our findings suggest that both perspectives of beliefs need to be further taken into account and that an explicit focus on beliefs about teachers’ own learning is needed.

scholarly journals Pedagogical Principles, Practices and Preventives as Perceived by ESP Practitioners: Humanities in Focustitioners: Humanities in Focus

2013 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Reza Zabihi ◽  
Momene Ghadiri ◽  
Dariush Nejad Ansari
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Perceived Barriers ◽  
English Language Education ◽  
Teaching Career ◽  
English Teaching ◽  
Teachers Beliefs ◽  
Pedagogical Principles

<p>The aim of this research was to describe what Iranian ESP teachers believe to be the main pedagogical<br />principles and what their perceived barriers seem to be. The examination of these principles and<br />barriers were mainly based on the interviewees’ English background, followed by the elicitation of<br />teachers’ beliefs about the main pedagogical principles of English Language Education in their<br />department, their teaching practices inside the class, dilemmas and obstacles they faced with during<br />their English teaching career and how they cope with or manage those dilemmas, and ended with their<br />suggestions for improvement of English education in Faculties of Humanities. Data were subsequently<br />transcribed, modified, analyzed and translated into English. The results properly reflected various<br />perceived theoretical beliefs of ESP teachers regarding pedagogical principles as well as the obstacles<br />which prevent them from following those principles.</p>

scholarly journals An Investigation into EFL In-Service Teachers’ Beliefs toward Teaching Methodologies

2014 ◽  
Vol 2 (3) ◽  
pp. 257
Author(s):  
Musa Farmanlu ◽  
Seyed Jalal Abdolmanafi-Rokni
Keyword(s):  
Age Groups ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Teaching Methodologies ◽  
Age And Gender ◽  
Male And Female ◽  
English Teaching ◽  
Female Teachers ◽  
Teachers Beliefs ◽  
And Gender

<p><em>The present study was an attempt to investigate the EFL in-service teachers’ beliefs toward teaching methodologies and its possible relationship with age and gender. To achieve this aim, a questionnaire consisting of individual background and beliefs toward English teaching methodologies (the Audiolingual Method and Communicative Language Teaching) designed by Chen (2005) was employed. It was given to 252 in-service English teachers (136 female, 116 male) working as English teachers in the educational department and institutes.</em><em> </em><em>The findings showed that the EFL in-service teachers considerably preferred CLT to the Audiolingual Method. Moreover, the results showed that the male and female teachers had equal methodology and the level of methodology is not different in different age groups. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.</em></p>

Philippines teachers’ beliefs on digital teaching competence in post-pandemic recovery: Still prefer online?

2021 ◽  
Vol 1 (2) ◽  
pp. 71-82
Author(s):  
Tyzl N. Alcontin
Keyword(s):  
High Schools ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Junior High ◽  
School Closure ◽  
Junior High Schools ◽  
Digital Platforms ◽  
Teaching Competence ◽  
Teachers Beliefs ◽  
Teachers And Students

As the effect of school closure following the coronavirus lockdowns, the use of virtual classrooms has extremely rocketed to replace face-to-face school interaction. This change has resulted in new habits and adaptation in methods and approaches of teaching, particularly in the era of post pandemic recovery. This study is based on the phenomena occurred in most of school environments where digital (online) teaching practices become a new habit for teachers and students. A question that may arise is “do they still prefer online after the pandemic?” Drawing on this issue, this study aims to examine the beliefs of Philippines junior high schools teachers on digital teaching competence and to explore their preferences on teaching methods (online or offline) in post pandemic recovery. This study utilized a discovery-oriented qualitative approach, bridging into personal narrative and ethnographic perspective by involving twelve teachers teaching at several junior high schools in Davao Philippines. The results revealed that the teachers’ beliefs mattered in terms of digital platforms (tools) and classroom activities. The results further depicted that their acquisition of digital teaching competence greatly depended on teacher professional development programs and individual trainings. Moreover, this study also discussed the teachers’ preferences on the model of teaching either online or offline after the schools is opened. The results of this study contribute to providing valuable insights into redefining the situation of teaching and learning process in the era of post pandemic recovery.

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