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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Method Part
- Participants and Data Sources
- Instrument
- Procedure
- Results
- Discussion
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This research paper aims to explore the relationship between teaching, teacher beliefs, professional records, and educational backgrounds, specifically focusing on trained and untrained English primary school teachers. The study seeks to determine if and how teacher beliefs influence their teaching practices and if the lack of formal training can be compensated by other factors.
- Teacher beliefs and their impact on teaching
- The role of professional records and educational backgrounds in teaching effectiveness
- The impact of teacher confidence on teaching practices in English language classrooms
- The shortage of qualified English teachers and its implications
- The potential of career changers to contribute to the teaching profession
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the research context, highlighting the increasing shortage of qualified teachers, particularly in English language education. It explores the debate regarding the effectiveness of untrained teachers and discusses the impact of teacher beliefs on teaching quality.
- Method Part: This section outlines the methodology employed in the study, including the participants, data sources, instruments used, and the procedure followed in data collection and analysis.
- Results: This chapter presents the findings of the study, comparing and analyzing the data collected from the trained and untrained English teachers.
Schlüsselwörter (Keywords)
The research paper focuses on key topics such as teacher beliefs, teaching effectiveness, professional development, English language education, primary school teaching, career changers, and the impact of teacher training on student learning outcomes.
- Citation du texte
- Anonym (Auteur), 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
