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Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their…
Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes
Introduction
four-stage preparation to provide pre-service teacher pedaggic competences
Peer tutor:
students from the sixth semester assist freshman students in grammar and expose them to university life
Teacher assistant:
a seventh semester student supports basic teacher tasks within any of the previous six language courses either in English or French
3.Foreign languages course for the community:
An eighth-semester student starts the first teaching experience in a real context guiding a course either in English or Frenc
4.social work: social work community (service teacher)
Where the undergraduates put into practice their acquired knowledge, proficiency, and expertise.
The reflection: 4 potentail sources of beliefs identified on the reflection process:
experience as learners
perception towards students
institutional environment or practice,
personal views on current practice
FINDINGS: Changes in Pre-Service Teachers’ Beliefs About Teaching
Beliefs About Error Correction
Teacher must always correct student's mistakes
highlighted the wrong word but also explained the reasons behind the mistake in order to develop students’ ability to self-correct their mistakes
Using different error correction strategies helped them to realize a twofold purpose:
the pre-service teachers developed the best strategies to correct students’ written productions
the learners became aware of their own mistakes.
asked the students if they should write a [particular] word instead of another one
Beliefs About the Teaching Mechanisms
the pre-service teachers affirmed that neither memorization nor translation was the best method to teach a foreign language
It changed since is easier teach using the he learners’ mother tongue to explain
to facilitate the students to learn a new topic
They also affirmed that teaching vocabulary was easier when the learners
memorized
the words.
articipants taught vocabulary through repetition and memorization
memorization to help students grasp grammatical structures more efficiently
Beliefs About Teaching Pronunciation
The pre-service teachers used to believe that teaching pronunciation was the most difficult part of teaching a foreign language.
It changed when they used a three-step sequence to teach pronunciation during the practicum.
Beliefs About Teaching Grammar
They used to believe that teaching grammar was not the most difficult part when teaching.
most of the students did not remember much of what they had been taught.
The students’ misbehavior.
Beliefs About Motivation
the pre-service teachers believed that they would not be able to teach English if they were not motivated.
The students’ attitudes in class.
They realized that some students did not value the work and the material they brought every class.
felt demotivation when explaining a topic because of the students’ interruptions and their lack of interest.
My expectations for this semester
Maintain a better management of control in the classroom, generating more understandable communication
I want to provide all instructions in a more clear way and more precise.
I expect to implement more material to explain grammatical structures and stimulate the class with dynamic activities
Aspects of support
In general, I expect to have more tips in the management of the class and the use of the voice, as well in the well-use of the board
Geraldin cruz sanchez - 1000330787
