Belief change in ESL student teachers during a master's- level teaching practicum
Velasquez, Angela Maria Lopez
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https://hdl.handle.net/2142/125930
Description
Title
Belief change in ESL student teachers during a master's- level teaching practicum
Author(s)
Velasquez, Angela Maria Lopez
Issue Date
2002
Director of Research (if dissertation) or Advisor (if thesis)
Berg, Catherine
Department of Study
Linguistics
Discipline
Teaching English as a Second Language
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.A.
Degree Level
Thesis
Keyword(s)
Teaching English as Second Language
Teachers' beliefs
ESL teaching practicum
Belief change
Graduate ESL programs
Language
eng
Abstract
Teachers' beliefs about teaching and learning greatly influence their classroom practices. This is particularly evident in an English as a Second Language (ESL) teaching practicum, where student teachers are exposed to new practices and react to them based on their current beliefs about teaching. This thesis examines and tracks changes in the beliefs of ESL student teachers while enrolled in a graduate level teaching practicum. The data for the present study was gathered through observations of lesson planning and advising sessions, personal interviews, questionnaires, and written self-reflections. Following the principles of ethnographic research, this study found that most student teachers did not change their beliefs, although few instances of modified or newly created beliefs and contradictions between beliefs and practices were experienced. Like previous studies about teachers' beliefs (e.g., Brousseau & Freeman, 1988; Gutierrez Almarza, 1996; Johnson, 1994; Markee, 1997), this study suggests that in order to change student teachers' beliefs, graduate ESL programs should explicitly address the beliefs of student teachers' throughout the teaching practicum. In addition, the instructors' intervention was found to be an essential influence on student teacher belief change.
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