Research background: Teachers’ beliefs play an important role in the way they teach and meet their students’ needs. Researching pre-established pre-service teachers’ beliefs gives evidence that they might impede pre-service teachers’ compliance with pre-service education. Gap in knowledge and Purpose of the study: Many studies have produced contradictory findings in terms of prospective change in pre-established pre-service teachers’ beliefs caused by the impact of pre-service education study programmes. Therefore, this study addresses the gap by enriching this field with research findings reinforcing the potential impact of the study programme on changes in pre-service teachers’ beliefs on effective English language teaching and learning expressed across different years of the study programme. Methods: The study uses the results of questionnaires completed by 99 randomly selected pre-service teachers enrolled in an English language teaching study programme provided by the Faculty of Education, Comenius University in Bratislava, Slovakia. In addition, the study participants’ database was expanded using bootstrapping to enhance the results obtained by applying statistical methods. Findings and Value added: The results showed statistically significant differences among different years of the study programme within the continuum of their English language teacher education thus indicating the potential impact of the programme. The impact of the study programme led to pre-service teachers’ raised awareness and some modifications in their pre-established beliefs based on the learnt and acquired knowledge and gained practical teaching experiences during the practicums in higher grades of the study. The findings suggest that teacher educators and policymakers should be aware of pre-service teachers’ beliefs when adopting new strategies for reconceptualising and/ or modifying language teacher education programmes.

中文翻译：

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教育计划的连续性对职前教师英语语言教育信念的影响

研究背景：教师的信念在他们的教学方式和满足学生的需求方面发挥着重要作用。研究预先建立的职前教师的信念可以证明它们可能会阻碍职前教师对职前教育的遵守。知识差距和研究目的：许多研究在职前教育研究计划的影响导致职前教师信念的预期变化方面产生了相互矛盾的结果。因此，本研究通过丰富该领域的研究结果来弥补这一差距，这些研究结果加强了研究计划对职前教师对有效英语教学和学习的信念变化的潜在影响，这些信念在研究计划的不同年份表达。方法：该研究使用由斯洛伐克布拉迪斯拉发夸美纽斯大学教育学院提供的英语语言教学研究计划中随机选择的 99 名职前教师完成的问卷调查结果。此外，研究参与者的数据库使用自举进行扩展，以增强通过应用统计方法获得的结果。调查结果和增值：结果显示，在英语教师教育的连续性中，不同年份的学习计划之间存在统计学上的显着差异，从而表明该计划的潜在影响。学习计划的影响导致职前教师在学习和获得的知识的基础上提高了认识并改变了他们预先建立的信念，并在更高年级的实习期间获得了实践教学经验。研究结果表明，教师教育者和政策制定者在采用新策略重新概念化和/或修改语言教师教育计划时，应了解职前教师的信念。