Teacher Beliefs and Extensive Reading (ER): Articulating the Ambiguities of ER Principles

Abstract

This study explored the beliefs and experiences of six student teachers enrolled in a teaching practicum, which was an elective course in an MA TESOL program at a private university in Seoul. The teaching practicum also functioned as an after-school extensive reading (ER) program for 20 high school students from a co-ed private high school who volunteered to participate in the program. The student teachers met with the high school students during a 10 week period, and the student teachers led the class with ER activities based on the weekly reading assignments. Throughout the program, the student teachers worked in small groups and took turns team-teaching the class. Prior to the ER lessons, the student teachers participated in a four-week training program in which they received instructions on ER theory and approaches; furthermore, they worked in small groups and developed teaching materials and lesson plans together. The student teachers also participated in two focus group interviews with the researcher after completion of the program. Findings of the study indicate that their beliefs and perceptions toward extensive reading were ambiguous and they had very little confidence in themselves as role models of ER. This study suggests that teachers not only need to gain first-hand experience in ER themselves, but they also need an opportunity to articulate their beliefs and perceptions toward ER, which must become much more tangible for them.