Many studies on different styles of teaching and its impact on the student’s learning success have been performed, while only a few studies have dealt with teachers as persons and in which way their beliefs influence their teaching. In addition, these studies do not specifically address English primary school teachers and their beliefs in their own professional record. As the BIG-Studie is the only German research so far that, at least approximately, investigated on behalf of this subject, it may be concluded that there is an apparent need for further study on that area of research. Thus, this study aims to investigate the relationship between teaching and factors such as teacher beliefs, professional records and educational backgrounds.
The sample group for the study consisted of two teachers from one elementary school, of which one of them is an untrained English teacher whereas the other one is a trained English teacher. Data consist of two guided interviews and their transcripts. The collected data were used to provide a descriptive and comparative analysis to address the research questions and to help developing new structures and trainings for the purpose of fighting the shortage of English teachers. Findings could provide evidence that despite the public demand of hiring trained teachers, as they seem to be obligatory to ensure the lesson’s quality, an untrained English teacher is able to compensate his lack of training since his teaching is rather similar to the teaching of a trained English teacher.
Table of Contents
1. Introduction
2. Method Part
2.1 Participants and Data Sources
2.2 Instrument
2.3 Procedure
3. Results
4. Discussion
5. References
Research Objectives and Topics
This research paper investigates the relationship between teacher beliefs, professional records, and educational backgrounds by comparing the teaching practices and perspectives of a trained and an untrained English primary school teacher.
- Comparison of teacher beliefs between trained and untrained English teachers.
- The impact of professional qualifications on classroom instruction and methodology.
- Analysis of teacher confidence and strategies for compensating a lack of formal training.
- Exploration of teaching techniques, such as monolingual versus bilingual approaches.
- Evaluation of the influence of career-changer teacher beliefs on classroom quality.
Excerpt from the Book
1. Introduction
The employment of people entering a field of work different from their educational background is fast becoming a key instrument in fighting the lack of qualified personnel, particularly in fields of economics. According to previously reliable forecasts, the population in Germany will shrink by around eight million people or 9.5 percent by 2040 (cf. Knecht, 2016, p. 9). Due to additional retirement in the coming years, there is a clear need for replacement in many occupations (cf. Knecht, 2016, p. 11). For that reason, career changers are not only important in economic fields but also for many other fields of work such as teaching. Even in 2001, many local newspaper magazines ran headlines like “Teachers urgently wanted” (own translation, cf. Koch, 2001), continuing in 2018 with new demands. According to the latest scientific findings, the supply of teachers is expected to increase in approx. 1400 teachers over the next ten years, while the annual recruitment needs around 1600 teachers. As a consequence, only one-eighth of all newly recruited teachers have an actual degree in elementary school teaching at the beginning of the current 2018/2019 school year (cf. Dräger, 2018), a study of the Bertelsmann Stiftung, an independent foundation committed to ensure that everyone can participate in society, declared.
Summary of Chapters
1. Introduction: Presents the background of teacher shortages in Germany and the increasing relevance of career changers in the elementary school sector, establishing the focus on teacher beliefs.
2. Method Part: Details the research design, including the selection of the two participants (TET and UET), the interview instrument used, and the qualitative analysis procedure applied.
3. Results: Analyzes the gathered interview data, highlighting contrasts in teaching preparation, self-assessment, and the influence of training (or lack thereof) on classroom practices.
4. Discussion: Synthesizes the findings by comparing the trained and untrained teachers, addressing commonalities and differences, and reflecting on the study's limitations and broader implications.
5. References: Lists the academic literature and studies cited throughout the research paper.
Keywords
Teacher beliefs, Primary school education, Trained teachers, Untrained teachers, Career changers, Professional record, English as a foreign language, Teaching quality, Teacher shortage, Qualitative analysis, Pedagogical expertise, Classroom management, Language competence, Self-efficacy, Educational background.
Frequently Asked Questions
What is the fundamental focus of this research?
The paper examines the differences in teacher beliefs between a trained and an untrained English primary teacher and how these beliefs manifest in their actual teaching practices.
What are the central thematic areas covered?
The study covers the impact of academic versus non-academic teacher training, the role of professional identity, classroom instruction styles, and teacher confidence regarding English language proficiency.
What is the primary research goal?
The goal is to determine if and how the lack of formal teacher training influences classroom behavior and if untrained teachers can successfully compensate for their educational background through experience.
Which scientific method is utilized?
The author employs a qualitative research design, conducting and analyzing guided interviews with two female primary school teachers to compare their perspectives.
What topics are discussed in the main part?
The main part analyzes the participants' professional backgrounds, their self-assessment of English skills, their views on monolingual classroom approaches, and how they handle instructional challenges.
Which keywords best characterize the work?
Key terms include teacher beliefs, English primary school education, career changers, professional training, teaching quality, and qualitative research.
How does the untrained teacher compensate for her lack of specific training?
The research indicates that the untrained teacher relies on extensive preparation, detailed lesson note-taking, and years of practical experience to build confidence and structure her lessons.
What is the conclusion regarding the necessity of trained teachers?
While the study recognizes the importance of formal education, it suggests that an untrained teacher can provide quality instruction similar to that of a trained teacher by effectively compensating through preparation and experience.
How did the trained teacher view her own academic education?
Interestingly, the trained teacher felt that her university academic training was less useful for practical teaching skills than her preparatory service, which she described as highly practically oriented.
- Quote paper
- Anonym (Author), 2019, Teacher beliefs of a trained and untrained English Primary teacher. To what extend do they differ and influence their teaching?, Munich, GRIN Verlag, https://www.grin.com/document/520413
