Abstract
A case study was conducted with 12 experienced and inexperienced ESL teachers to investigate their major concerns and changing perceptions over time. Data were collected from the teachers' reflective writings (journals and practicum reports) and individual introspective interviews. Five common categories of concerns were identified: (1) teacher's self-concept, (2) attitudes, (3) teaching strategies, (4) materials used, and (5) expectations. Although no drastic cognitive changes were found in the teachers over time, after they finished their practicum the teachers expressed a widened and more pragmatic view of language learning and teaching, and added a greater variety of opinions and solutions to problems. Comparisons between the inexperienced and experienced teachers revealed only slight discrepancies in their perceptions of teaching. The study showed that teachers' beliefs and theories of and about teaching are guided by their previous experience as a learner and as a teacher. This paper provides a detailed account of how the study was planned and implemented, and concludes with implications for ESL teacher education and suggestions for future research.
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