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An analysis of the development of teacher belief constructs during teaching practice and in the novice year of teaching : a case study of English language teachers in the Malaysian context
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Abdullah-Sani, Azizah Siti Zaleha (2000) An analysis of the development of teacher belief constructs during teaching practice and in the novice year of teaching : a case study of English language teachers in the Malaysian context. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b1367792~S1
Abstract
If you ask a group of people "What are the qualities of a good teacher?" they are
more likely to say that a teacher must be knowledgeable, compassionate, firm and
fair. If you ask the same group of people "How do we prepare teachers to have all
those good qualities?" you are more likely to get as many suggestions as there are
people in the group. We all seem to agree on the quality teacher we want but we are
less in agreement about the ways in which we might achieve those objectives.
Over the years several models of teacher education have been suggested. These
models testify to the continuous search for the best way to prepare teachers. There are
varying viewpoints on whether teachers are better prepared if they spend more time in
school so that their knowledge is acquired through practical means or whether
teachers should receive sufficient knowledge on campus studies before they are let
loose. What is sufficient theoretical and practical knowledge for the beginning teacher
anyway? Do we know enough about how the participant on the teaching program
makes sense of the knowledge acquired from the program when against his/her life
experiences?
This study explores the process of learning to teach by eight young women on the
B.Ed degree link program as they prepare themselves to become English language
teachers for secondary schools in Malaysia. The study follows their progress as they
make the transition to beginning teachers. Specifically, the study explores the
construct of their beliefs about teaching and learning prior to teaching practice, during
teaching practice and in the post-training situation. Discussion of the findings from
this longitudinal study is followed by recommendations for improving the preservice
program and the support for beginning teachers in the novice year of teaching.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LC Special aspects of education P Language and Literature > PE English |
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Library of Congress Subject Headings (LCSH): | English teachers -- Training of -- Malaysia -- Case studies, High school teachers -- Malaysia -- Case studies | ||||
Official Date: | April 2000 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Centre for English Language Teacher Education | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Hedge, Patricia ; Karavas-Doukas, Kia | ||||
Extent: | viii, 299 leaves | ||||
Language: | eng |
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