DOI - Mendel University Press

DOI identifiers

DOI: 10.11118/978-80-7509-922-8-0256

PRESVEDČENIE ŠTUDENTOV UČITEĽSTVA O VYUČOVANÍ A UČENÍ SA ANGLICKEJ GRAMATIKY: Z VÝSKUMNÝCH ZISTENÍ LONGITUDINÁLNEHO VÝSKUMU

Martina Šipošová, Peter Ostradický, Dušan Kostrub

(Language) teacher’s beliefs as part of (language) teacher cognition represent a filter through which the teacher re-evaluates acceptance or rejection of new information and understanding of phenomena that take place in the classroom. They have a more significant influence than the teacher’s knowledge of recommended or prescribed methods with respect to lesson planning, the selection of teaching tasks and techniques, and the teacher’s overall decision-making in the process of teaching. The aim of the research study was to identify what shapes the beliefs of pre-service teachers of English about teaching English grammar. The authors aim to characterize the current pre-image of their developing teacher cognition, and to continuously investigate whether and how the beliefs about teaching English grammar are modified under the influence of English methodology courses and short‑term pedagogical practicum. In the paper, the authors present the research findings of a two‑year longitudinal research, by applying the principles and methods of qualitative methodology (focus groups, focused interviews, open coding, Constant Comparison Method), carried out in a group of 35 English pre-service teachers (3rd-year undergraduate up to 1st-year graduate students). The results of the findings show that the beliefs of pre-service teachers of English are a dynamically evolving construct which is significantly influenced by the roles that they take in the learning process. Emerging research theory suggests that the beliefs and developing teacher cognition of the research subjects (its complexity) are influenced by specific teaching-learning experience inhered in a particular role; i.e. either the role of beholder or designer of the teaching process.

Keywords: teacher’s beliefs, pre-service teachers, language teacher education, qualitative methodology, focus groups, focused interview, Constant Comparison Method

pages: 256-264, online: 2023



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