Pre-Service Teachers' Beliefs about Teaching English to Primary School Children

Autor/inn/en	Shinde, Mahesh B.; Karekatti, Tripti K.
Titel	Pre-Service Teachers' Beliefs about Teaching English to Primary School Children
Quelle	5 (2012) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teacher Effectiveness; Questionnaires; Language Teachers; English (Second Language); Second Language Instruction; Elementary School Students; Student Teacher Attitudes; Teaching Methods; Language Skills; Self Efficacy; Foreign Countries; India + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Self-efficacy; Selbstwirksamkeit; Ausland; Indien
Abstract	This paper is a part of an ongoing doctoral research on "Teacher Talk in ESL Classrooms". The idea for this was gained through the hypothesis that teachers' beliefs about English teaching may also mould their talk. The researcher intends here to analyse and comment on teachers' English teaching beliefs. It is generally accepted that teaching is greatly affected by the belief systems of its practitioners-teachers. Teachers' beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies, and finally, learners' development. Horwitz (1987) also states rightly that the formation of teachers' educational beliefs in language teaching/ learning process will influence, though indirectly, on forming effective teaching methods and will bring about the improvement of learners' language learning abilities. In Indian context, there is dearth of research evaluating teachers' beliefs about English teaching. This study explores teachers' beliefs regarding teaching English to children and tries to explore whether medium of instruction makes any difference in their beliefs. It also intends to determine what similar and different beliefs might be held by in-service teachers from two different mediums. A total of 100 pre-service teachers are the subjects of this study. In order to recognize these teachers' specific beliefs in a more systematic way, a research instrument, The Questionnaire of Primary School Pre-service English Teachers' Teaching Beliefs was developed. Almost all of these pre-service teachers expected to have training regarding how to make their talk effective and relevant in classrooms. The Questionnaire of Primary School Pre-Service English Teachers' Teaching Beliefs is appended. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10