Conceptual change of pre-service teachers: A longitudinal action research study in ELT

Abstract

This study reports on findings from a longitudinal research examining pre-service language teachers’ (teacher candidates) conceptual change over two years. Personal theories and personal and professional development of pre-service teachers were the focus of this study. Data was collected through the use of verbal reports, micro teaching field experience notes and detailed comments taken in micro teaching experiences. The conceptual change in the context of “effective language teaching” has been studied by employing action research methodology has been employed. Findings from the research suggest that pre-service language teachers alter their perception of “effective language teacher” as well as their own practices.