Speaker
Description
The call for student-centeredness in English language as foreign language (EFL) education has reshaped expectations of teacher roles in their classrooms. However, limited research has examined how pre-service EFL teachers translate their pedagogical beliefs about teacher roles into actual classroom practice. This study aims to delve into EFL pre-service teachers' perceptions of teacher roles, how these roles are enacted in classroom practice, and the factors influencing their enactment.
Data were collected through observations of micro-teaching delivered by students majoring in English Language Teacher Education at a state university, which were followed by semi-structured interviews.
The findings indicate a mismatch between students’ pedagogical beliefs and their classroom practices. While the students expressed preferences for student-centered roles such as organiser, facilitator, and prompter, they tended to perform more controlling roles during teaching practice to manage classroom behavior and lesson progression. This mismatch could be explained by prior learning experiences, English language teaching pedagogical training, contextual factors in micro-teaching, and limited teaching experience.
Based on these findings, the study suggests that education programs should provide pre-service teachers with greater opportunities to reflect on their roles in teaching practice in the light of professional knowledge of English language teaching.
Keywords: pre-service EFL teachers, teacher roles. pedagogical beliefs, teaching practice, micro-teaching.
Biography
Nguyen Hoang Nhat Vy is a senior student majoring in English Language Teacher Education at University of Foreign Languages and International Studies, Hue University, Vietnam. Her academic interests lie in the field of English Language Teaching (ELT), with a particular focus on teacher cognition, teacher education, and student-centered approaches to language learning, teacher learning, and reflective practice. She is especially interested in examining how teachers’ pedagogical beliefs shape their decisions and classroom practices in English as a Foreign Language (EFL) contexts.
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