Tracking Changes of Teachers’ Beliefs in Interaction between Teaching Education Program and Teaching Practice

Research in English Language Pedagogy

مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 اسفند 1402

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.30486/relp.2023.1977663.1432

نویسندگان

Parisa Etela¹؛ Hossein Saadabadi, Motlaq^{* 2}؛ Saeed Yazdani³

¹Department of English, Bushehr Branch, Islamic Azad University, Bushehr, Iran.

²Department of foreign Languages, Bushehr Branch, Islamic Azad University, Bushehr, Iran

³Department of English,Bushehr Brannch,Islamic Azad University,Bushehr,Iran

چکیده

Recently, the sources of teachers’ beliefs and modifications in their beliefs have received special attention; therefore, this longitudinal study investigated Iranian EFL teachers’ pedagogical beliefs. The study attempted to track possible alterations in pedagogical beliefs in a two-year teacher-training program and investigated the contribution of theoretical teaching and teaching practice on teachers’ pedagogical beliefs. The participants were 24 teacher students who had teaching experiences of 3-10 years. The required data were collected through a teacher belief questionnaire and a semi-structured interview. The results of both quantitative and qualitative data indicated that there was a significant modification in teachers’ pedagogical beliefs on account of involvement in the teaching training program. However, the results emphasized the power of teaching practice in any modification in teachers’ beliefs over theoretical teaching. Implementations of the study are also discussed.

کلیدواژه‌ها

teacher education program؛ teaching practice؛ changing attitudes؛ pedagogical content knowledge؛ teacher development