Page 204 - Innovative Professional Development Methods and Strategies for STEM Education

Impact of a Professional Development Programme

As noted by Borg (1999) classroom teaching can play a mediating role in trainee teachers’ belief
development. Particularly, by critically examining their values and beliefs in classroom actions, trainee
teachers could become more aware of the possible convergence and disparity between their beliefs and
practices so that their belief systems could be constructed and transformed to guide their teaching (Far-
rell, 2007).
Özge’s belief about the use of L2 was further challenged and reconstructed in her own teaching
practice. Her ongoing reflection made her realize that instead of dichotomizing L1 and L2, she could
resort to L1 when needed:

When I started to teach, I mostly used L2 in class. After a while, I realized that some students did not
understand me. Since I did not want to lose them in teaching process, I tried to speak in a more under-
standable manner. If they still did not understand me, then I used gestures and theatrical expressions.
So the problem was solved. I realized that using L1 is inevitable for young learners only when it is more
efficient to use L1 for a difficult expression or a word, we can use it. For instance; for words that students
can figure out, we can rely on visuals, realia, and gestures. We should spend class time focusing on
those target language objectives rather than spending time trying to make a difficult word or expression
comprehensible in English.

Thus, in terms of Özge’s beliefs about language teaching, due to the continuous interaction between
her field experiences and personal reflections (Stuart & Thurlow, 2000), she modified her original po-
larized view about the use of L1 and L2 to language teaching, and began to embrace a new belief that
“I can use L2 mostly but L1 when needed” (Interview).

Belief Changes in Relation to Classroom Management

The second concern running through the trainees’ thoughts was related to classroom management, which
involves dealing with misbehaviour, as well as establishing rules and routines, among a host of other
teacher activities. The challenge in maintaining control in class throughout the practicum was somewhat
further compounded by her not having a good model as stated in the interview:

Unfortunately, I didn’t see a good model of classroom management. Children are full of positive feelings
and they are very willing to share these feelings with another person. No matter how disrespectful or
energetic a child is, you can find a way to effect him/her and maybe with just a couple of words can solve
all problems in the classroom. I know that students are very good imitators and they reflect whatever
they observe, on their own behaviours. I start to think all of them as I am controlling the classroom.

Through the teaching practicum, Özge expanded and deepened her beliefs of the classroom manage-
ment. Her concerns related to classroom management began to change as she engaged students with
activities as expressed below:

In my first teaching, I wasn’t able to manage the classroom because I was inexperienced. When I prepared
some materials such as visuals, pictures and games students became more willing to learn English. They
did not want to just sit and listen to the teacher. I saw while students were playing a game like ‘which
one is missing’ they were practicing the language actively and they were also learning from each other.

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