The purpose of this research is to examine the personal teaching metaphors ofthree Malaysian ESL pre-service teachers and to explore the extent to which sociocultural factors namely previous schooling experience, teacher education
program and curriculum specifications may influence their conceptions of teaching.
This case study looked into how their choice of metaphors relate to their pedagogical beliefs and practice. It also tries to examine the extent to which previous schooling experience, teacher education programme, and KBSM curriculum specifications influence the ESL pre-service teachers’ pedagogical beliefs and practice. Instruments used were semi-structured interview and reflective task assigned to them after their teaching practicum at local government schools. Findings indicated that the pre-service teachers have multiple roles which are represented by various metaphors that they produced in their reflective tasks. The three most common roles include meeting students’ needs, varying teaching approach, and facilitating students. The study also found that previous schooling experience and teacher education programme have the most influence on all the pre-service teachers’ beliefs and practice.
Inhaltsverzeichnis (Table of Contents)
- CHAPTER 1: INTRODUCTION
- Introduction
- Background of the Study
- Pre-service teacher education in University of Malaya
- Teacher cognition
- Problem Statement
- Purpose of the Study
- Research Questions
- Definition of Terms
- Significance of the Study
- CHAPTER 2: LITERATURE REVIEW
- Introduction
- Metaphors in Teacher Education
- Professional Identity
- Beliefs and Teacher Education
- Reflective Practice
- Theoretical Framework
- CHAPTER 3: METHODOLOGY
- Introduction
- Participants of the Study
- Sampling Method
- Instruments
- Reflective task
- Interview protocol
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This case study investigates the teaching metaphors used by three Malaysian ESL pre-service teachers, aiming to understand how their choice of metaphors relates to their pedagogical beliefs and practices. The study also explores the influence of previous schooling experience, teacher education programs, and the KBSM curriculum on the pre-service teachers' choice of metaphors. Key themes explored include:- Teaching metaphors used by ESL pre-service teachers
- Relationship between teaching metaphors and pedagogical beliefs and practices
- Influence of previous schooling experience, teacher education programs, and curriculum on metaphor choice
- The role of reflective practice in understanding pre-service teacher cognition
- The influence of sociocultural factors on teacher education
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduction introduces the research topic and provides context by discussing the background of the study, including pre-service teacher education in the University of Malaya and the concept of teacher cognition. It also defines the problem statement, research questions, and significance of the study.
- Chapter 2: Literature Review delves into existing research on metaphors in teacher education, professional identity, beliefs and teacher education, and reflective practice. This chapter provides a theoretical framework for the study, drawing upon relevant literature and concepts.
- Chapter 3: Methodology outlines the research methods employed, including the selection of participants, sampling methods, and instruments used for data collection. This chapter provides a detailed description of the reflective task and interview protocol used in the study.
Schlüsselwörter (Keywords)
The study focuses on the key concepts of teaching metaphors, pedagogical beliefs and practices, pre-service teacher education, reflective practice, and sociocultural influences. It examines the role of these elements in shaping the teaching practices and beliefs of ESL pre-service teachers in Malaysia.- Citar trabajo
- Wan Noor Miza Wan Mohd Yunus (Autor), 2017, The role of teachers in education. Exploring ESL Pre-service teachers' teaching metaphors, Múnich, GRIN Verlag, https://www.grin.com/document/541363
