ABSTRACT

Formal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal epistemological beliefs of four pre-sessional English language teachers, international and national, in an English-medium university context in Turkey during a year-long, formal in-service teacher education course, and for 6 months after the course. It investigated changes in classroom practice and beliefs about knowledge and knowing, teaching and learning, and professional learning as a result of in-service learning. Interviews, classroom observations and reflective journals underpinned a hermeneutic analysis which compared informants’ beliefs and classroom practice over time using an existing theoretical model. Underlying patterns of change in epistemological beliefs show belief type, depth, and sophistication, as well as context, as major factors in the uptake and sustainability of targeted teaching approaches in this context. In-service educators’ knowledge of a teacher’s epistemological beliefs profile can lead to more effective and sustainable uptake in formal in-service professional learning through differentiated, practice-based interventions.

摘要

正式的在职专业发展计划可以帮助新手教师或刚上学的教师在新工作场所适应有针对性的教学方法。然而，他们的实践随着在职学习而改变的程度可能取决于先前的信念。这个纵向案例研究深入探讨了四位国际和国内英语语言教师在为期一年的正式在职教师教育课程中，在土耳其以英语授课的大学环境中的个人认识论信念，以及课程结束后 6 个月。它调查了课堂实践和关于知识和认知、教学和学习以及专业学习的信念的变化，这些变化是在职学习的结果。采访，课堂观察和反思性期刊支持解释学分析，该分析使用现有的理论模型比较线人的信念和课堂实践随着时间的推移。认识论信念变化的潜在模式表明，信念类型、深度和复杂性以及背景是这种背景下针对性教学方法的采用和可持续性的主要因素。在职教育工作者对教师认识论信念概况的了解可以通过差异化的、基于实践的干预措施，更有效和可持续地采用正式的在职专业学习。作为在这种情况下采用和可持续性有针对性的教学方法的主要因素。在职教育工作者对教师认识论信念概况的了解可以通过差异化的、基于实践的干预措施，更有效和可持续地采用正式的在职专业学习。作为在这种情况下采用和可持续性有针对性的教学方法的主要因素。在职教育工作者对教师认识论信念概况的了解可以通过差异化的、基于实践的干预措施，更有效和可持续地采用正式的在职专业学习。