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Exploring Prospective EFL Teachers’ Beliefs

tion. In examining their professional learning theories, PTs will have the chance to put the theoretical
foundations into application through developing professional awareness on their personalized practices.
In addition, PTs could be asked to reflect on the perceived and idealized conceptions of the profes-
sion and reflect on the differences of their personal considerations. Through examining the differences
in idealized and actual conceptions of the professional learning processes, PTs could have the chance to
enhance their progress in the professional learning processes.

LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH

The study was limited to one EFL teacher education program in a non-native teacher education setting.
Therefore, more participants are needed in order to reach a coherent understanding of the socio-cultural
underpinnings of the PTs in the current initial teacher education setting. It may also be worthwhile to
investigate the epistemological reasoning of PTs in terms of perceived and idealized understandings
of the proposed professional concepts, which was beyond the scope of the current study. The study
examined the changes and possible development in the awareness of the PTs throughout their practice
teaching experience; however it did not consider any possible changes in teaching behavior. Therefore,
future studies focusing on the change in PTs’ teaching behavior through observations will display a more
coherent and in-depth understanding of PTs’ teaching practices.

CONCLUSION

The present study provides an example of asking PTs to reflect on their professional learning experi-
ences through metaphors. The data analysis provides an important insight into the professional learning
experiences of the PTs during their contact with real teaching contexts. The metaphor analysis conducted
in the study indicated a move from the early images of language teaching to a post-image nature as PTs
progress in the practice teaching. As Yuan and Lee (2014) and Borg (2006) pointed out, beliefs about
learning and teaching do not change in a short amount of time, but modifications and developments might
be observed. Therefore, the professional learning processes of the PTs tend to tie beliefs, experiences and
professional needs. Thus, the professional awareness to be raised throughout the initial teacher education
of the PTs will guide them to adapt and modify their beliefs about EFL teaching (Yeşilbursa, 2012).
Considering the number of cases presented in the study, the findings may not be generalized to a
number of foreign language teacher education programs across the globe. Despite this fact, the findings
of the study add to the foreign language teacher education literature by providing insights of the prospec-
tive EFL teachers’ professional learning experiences during their practice teaching.

REFERENCES

Appel, J. (1995). Diary of a language teacher. Oxford: Heinemann.
Atay, D. (2007). Beginning teacher efficacy and the practicum in an EFL context. Teacher Development,
11(2), 203–219. doi:10.1080/13664530701414720

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