English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change
Pedagogical beliefs comprise assumptions about different elements of education, and, hence, impact the entire pedagogical activity of the teacher. Relevant literature suggests it is vital to discover student teachers' beliefs, but it provides contradicting evidence regarding the effects that te...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Faculty of Philosophy, Kosovska Mitrovica
2019-01-01
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| Series: | Zbornik Radova Filozofskog Fakulteta u Prištini |
| Subjects: | |
| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/0354-3293/2019/0354-32931901069G.pdf |
| _version_ | 1828392711572422656 |
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| author | Glušac Tatjana Lj. Pilipović Vesna B. |
| author_facet | Glušac Tatjana Lj. Pilipović Vesna B. |
| author_sort | Glušac Tatjana Lj. |
| collection | DOAJ |
| description | Pedagogical beliefs comprise assumptions about different elements of education, and, hence, impact the entire pedagogical activity of the teacher. Relevant literature suggests it is vital to discover student teachers' beliefs, but it provides contradicting evidence regarding the effects that teacher preparation programs have on changing students' beliefs. This paper aims at discovering whether student teachers' beliefs alter in response to their attendance in different teacher-preparation courses, as well as the sources of that change. The paper is based on a mixed-model inquiry for whose purpose a Likert-scale questionnaire was composed and a semi-structured interview conducted. The sample included 11 EFL postgraduate student teachers from Serbia. The gathered findings indicate a few statistically significant changes on the group level, while the results on the individual level reveal a variety of significant changes. Field practice was shown to have the greatest impact on changing student teachers' pre-existing beliefs, closely followed by a theoretical-practical course they attended, whereas the least impactful was a purely theoretical course. |
| first_indexed | 2024-12-10T07:25:59Z |
| format | Article |
| id | doaj.art-3219c94adbf14a61acced2b5cdd635d6 |
| institution | Directory Open Access Journal |
| issn | 0354-3293 2217-8082 |
| language | English |
| last_indexed | 2024-12-10T07:25:59Z |
| publishDate | 2019-01-01 |
| publisher | Faculty of Philosophy, Kosovska Mitrovica |
| record_format | Article |
| series | Zbornik Radova Filozofskog Fakulteta u Prištini |
| spelling | doaj.art-3219c94adbf14a61acced2b5cdd635d62022-12-22T01:57:42ZengFaculty of Philosophy, Kosovska MitrovicaZbornik Radova Filozofskog Fakulteta u Prištini0354-32932217-80822019-01-0149169880354-32931901069GEnglish language student teachers' pedagogical beliefs: Susceptibility to change and sources of changeGlušac Tatjana Lj.0Pilipović Vesna B.1University Union, BelgradeFaculty of Law and Business Studies dr Lazar Vrkatić, Department of English Language, Novi SadPedagogical beliefs comprise assumptions about different elements of education, and, hence, impact the entire pedagogical activity of the teacher. Relevant literature suggests it is vital to discover student teachers' beliefs, but it provides contradicting evidence regarding the effects that teacher preparation programs have on changing students' beliefs. This paper aims at discovering whether student teachers' beliefs alter in response to their attendance in different teacher-preparation courses, as well as the sources of that change. The paper is based on a mixed-model inquiry for whose purpose a Likert-scale questionnaire was composed and a semi-structured interview conducted. The sample included 11 EFL postgraduate student teachers from Serbia. The gathered findings indicate a few statistically significant changes on the group level, while the results on the individual level reveal a variety of significant changes. Field practice was shown to have the greatest impact on changing student teachers' pre-existing beliefs, closely followed by a theoretical-practical course they attended, whereas the least impactful was a purely theoretical course.https://scindeks-clanci.ceon.rs/data/pdf/0354-3293/2019/0354-32931901069G.pdfstudent teachers' pedagogical beliefspre-existing beliefschange of preexisting beliefsEnglish language |
| spellingShingle | Glušac Tatjana Lj. Pilipović Vesna B. English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change Zbornik Radova Filozofskog Fakulteta u Prištini student teachers' pedagogical beliefs pre-existing beliefs change of preexisting beliefs English language |
| title | English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change |
| title_full | English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change |
| title_fullStr | English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change |
| title_full_unstemmed | English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change |
| title_short | English language student teachers' pedagogical beliefs: Susceptibility to change and sources of change |
| title_sort | english language student teachers pedagogical beliefs susceptibility to change and sources of change |
| topic | student teachers' pedagogical beliefs pre-existing beliefs change of preexisting beliefs English language |
| url | https://scindeks-clanci.ceon.rs/data/pdf/0354-3293/2019/0354-32931901069G.pdf |
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