Portland State University. Department of Applied Linguistics
Date of Award
Master of Arts (M.A.) in Teaching English to Speakers of Other Languages
1 online resource (v, 101 pages)
English language --Study and teaching -- Foreign speakers, Student teachers -- Attitudes -- Longitudinal studies, Teachers of English to Speakers of Other Languages, Teachers -- Training of -- Attitudes
This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.
Addiego, Emily Spady, "The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program" (2013). Dissertations and Theses. Paper 985.