Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning
One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established belie...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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National Research University Higher School of Economics
2020-09-01
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| Series: | Journal of Language and Education |
| Subjects: | |
| Online Access: | https://jle.hse.ru/article/view/10116/12410 |
| _version_ | 1819118940736978944 |
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| author | Ana Cecilia Villarreal Ballesteros Irlanda Olave Moreno Lizette Drusila Flores Delgado |
| author_facet | Ana Cecilia Villarreal Ballesteros Irlanda Olave Moreno Lizette Drusila Flores Delgado |
| author_sort | Ana Cecilia Villarreal Ballesteros |
| collection | DOAJ |
| description | One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education. |
| first_indexed | 2024-12-22T05:56:52Z |
| format | Article |
| id | doaj.art-f5945151624340b8ab295e5ebf7c7cee |
| institution | Directory Open Access Journal |
| issn | 2411-7390 |
| language | English |
| last_indexed | 2024-12-22T05:56:52Z |
| publishDate | 2020-09-01 |
| publisher | National Research University Higher School of Economics |
| record_format | Article |
| series | Journal of Language and Education |
| spelling | doaj.art-f5945151624340b8ab295e5ebf7c7cee2022-12-21T18:36:42ZengNational Research University Higher School of EconomicsJournal of Language and Education2411-73902020-09-01633651https://doi.org/10.17323/jle.2020.10116Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and LearningAna Cecilia Villarreal Ballesteros0https://orcid.org/0000-0002-5884-0403Irlanda Olave Moreno1https://orcid.org/0000-0003-2530-3254Lizette Drusila Flores Delgado2https://orcid.org/0000-0003-2209-096XUniversidad Autonoma de ChihuahuaUniversidad Autonoma de ChihuahuaUniversidad Autonoma de ChihuahuaOne of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.https://jle.hse.ru/article/view/10116/12410conceptual metaphorsteachers’ beliefsteacher education |
| spellingShingle | Ana Cecilia Villarreal Ballesteros Irlanda Olave Moreno Lizette Drusila Flores Delgado Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning Journal of Language and Education conceptual metaphors teachers’ beliefs teacher education |
| title | Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning |
| title_full | Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning |
| title_fullStr | Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning |
| title_full_unstemmed | Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning |
| title_short | Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning |
| title_sort | teaching is not always easy mexican pre service english teachers beliefs on teaching and learning |
| topic | conceptual metaphors teachers’ beliefs teacher education |
| url | https://jle.hse.ru/article/view/10116/12410 |
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