Page 249 - Innovative Professional Development Methods and Strategies for STEM Education

Exploring Prospective EFL Teachers’ Beliefs

I believe that an English language teacher should [get to know his/her students and] build up a strong
relationship to engage the students. (Ayse, Int.)

When PTs professional learning experiences were considered, the real teaching experience cannot be
replaced with the macro teachings they conduct for certain courses at the university. As Birol suggested

Language teaching is different from knowing a language. The microteachings [in the department] were
not that effective when compared to the real classroom experience. We got answers from our peers [dur-
ing the microteachings at the university courses] whereas in the real classroom, getting the students talk
was quite difficult (Birol, Int.)

Through their experiences in the practice teaching, PTs find the chance to live the real teaching ex-
perience. As they experience the reality shock in real teaching contexts, they realize the need to modify
their beliefs (Rakıcıoğlu-Söylemez & Eröz-Tuğa, 2014). Therefore, through experiencing difficulties as
well as the joyful experience of teaching, PTs make adaptations and modifications in their beliefs. As
it is directly stated, ‘at the beginning of the practicum, I thought I could handle 10-year-old kids in the
classroom… because I am good with kids… but teaching was different…I had difficulty in classroom
management’ (Esra, Int.).

DISCUSSION

Although the content analysis of the metaphors revealed a limited change throughout the practicum
experience, the analysis of the interviews displayed the dynamic nature of belief systems throughout the
practice teaching experience. In addition to the difficulty of addressing belief change in a short amount
of time (Borg, 2006; Yuan & Lee, 2014), the modifications and adaptations in the professional learning
beliefs could depend on a number of reasons. As Yuan and Lee (2014) suggested, prospective teachers’
personal motivation as a prospective professional and the socio-cultural factors play an important role
in the process of professional learning. In addition, professional motivation of the PTs is reported as
having a considerable impact on the future work experiences and continuing professional development
involvement (Eren, &Tekinarslan, 2012). Considering the complexity of PTs’ belief change related to
self, significant others and the profession, it is very important to cater prospective EFL teachers’ beliefs
at the initial stages of teacher education (Darling Hammond, 2014; Manuel & Hughes, 2006; Seferoğlu,
et al. 2009; Yuan & Lee, 2014). Otherwise, the aims of the teacher training program might not be well
understood by the PTs and may not accomplish its aims the way it is planned to prepare prospective
teachers for the profession.
The current study demonstrates the extent to which beliefs of PTs are not considered as stable or sub-
ject to drastic changes. However, beliefs held by the PTs are ‘open to change and development’ (Yuan &
Lee, 2014, p. 8). The results of the study corroborates with the claim that significant modifications and
developments do take place in PTs’ professional learning beliefs through the practice teaching experience
(Borg, 2006; 2011). In addition, drawing on socio-professional perspectives, a number of influencing
and impeding factors can be identified which contribute to the processes of PTs’ belief adaptation and
modification during practice teaching. First of all, through actively participating in the socio-professional
context of the school, PTs find the opportunities to take part in a variety of professional learning activi-

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