Student modern foreign languages teachers learning to teach : beliefs, attitudes and the development of a methodological landscape
This study examines the motivations, beliefs and attitudes of beginning modern foreign languages teachers towards foreign language teaching and learning during their initial teacher education and the changes in attitudes towards and beliefs about their subject and its methodology. In so doing, the study uncovers the students' initial and developing methodological landscapes. The scope of the study is unusual in its breadth of response'a! nd in its multi-method approach incorporating qualitative and quantitative data collection and analysis, identifying interconnections in the data. A total of 235 student teachers' responses contribute to the research: the pre-course beliefs of eight cohorts of beginning teachers are analysed to establish a basis for exploring any change. The research subsequently adopts a longitudinal approach, where data' is obtained through a series of ten snapshot questionnaires administered to three separate cohorts of student teachers. This data is supplemented by smaller samples from two cohorts in a different initial teacher education institution. It is further triangulated through twelve group discussions on video from two cohorts. Analysis is of whole and aggregated cohorts and also
Barnes, Ann
LB Theory and practice of education
Student modern foreign languages teachers learning to teach : beliefs, attitudes and the development of a methodological landscape. This study examines the motivations, beliefs and attitudes of beginning modern foreign languages teachers towards foreign language teaching and learning during their initial teacher education and the changes in attitudes towards and beliefs about their subject and its methodology. In so doing, the study uncovers the students' initial and developing methodological landscapes. The scope of the study is unusual in its breadth of response'a! nd in its multi-method approach incorporating qualitative and quantitative data collection and analysis, identifying interconnections in the data. A total of 235 student teachers' responses contribute to the research: the pre-course beliefs of eight cohorts of beginning teachers are analysed to establish a basis for exploring any change. The research subsequently adopts a longitudinal approach, where data' is obtained through a series of ten snapshot questionnaires administered to three separate cohorts of student teachers. This data is supplemented by smaller samples from two cohorts in a different initial teacher education institution. It is further triangulated through twelve group discussions on video from two cohorts. Analysis is of whole and aggregated cohorts and also
student modern_foreign languages teacher learn_teach belief_attitude development methodological landscape study_examines motivation belief_attitude begin modern_foreign languages teacher towards foreign_language teach_learn initial teacher_education change attitudes_towards belief subject methodology study uncovers student initial develop methodological landscape scope_study unusual breadth response multi_method incorporate qualitative_quantitative data_collection analysis identify interconnection data total student_teacher response contribute pre course belief cohort begin teacher analyse establish_basis explore change subsequently adopt longitudinal data_obtain series snapshot questionnaire_administer three_separate cohort student_teacher data supplement small_sample cohort different initial teacher_education institution triangulate twelve group discussion video cohort analysis whole aggregate cohort also