Abstract
This study aimed to explore prospective EFL teachers' metaphors of “teachers, teaching” and “being a prospective EFL teacher” at the beginning and end of a ten-week practicum course. A total of 110 Turkish prospective EFL teachers voluntarily participated in the study. Data were collected by means of semi-structured interviews and metaphor-elicitation forms. Results lead to three major conclusions. First, the participants' prior beliefs about the role of an EFL teacher and teaching were affected by their previous experiences as language learners. Second, although the content analysis of the metaphors revealed a limited change throughout the practicum experience, the analysis of the interviews showed the dynamic nature of beliefs held by the prospective teachers. Finally, data analysis of the interviews showed that the variation in beliefs and practices mainly derived from individual experiences with the mentoring practices of the cooperating teachers and the socio-professional context of the practicum school.
Published Version
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