چکیده:
Pre-service teacher cognition literature abounds with the concept of change as well as proposals
regarding desirable conceptual changes to be undertaken so that teacher candidates can set out
their path of professional development with right beliefs. Yet, such changes would seem less
likely to occur if the trainees‟ thoughts, beliefs, and cognitions are not identified in the first
place. This study was an attempt to identify the cognitions of EFL pre-service teachers and trace
possible changes expressed by the candidates. Through a convenient sample of 64 pre-service
teachers studying at three teacher training colleges in Iran, this mixed -methods exploration
utilized a teacher cognition questionnaire and interview techniques. Results of the cognition
questionnaire indicated that many of the candidates‟ cognitions were still in need of
adjustments. Also, the content analysis of the interviews revealed that the candidates‟ attempts
during the practicum revolved mostly around challenging debilitating beliefs, developing a
sense of professional agency, managing stress, and resolving tensions between contradicting
beliefs. Findings suggest that the trainees‟ prior experiences as language learners exerted a very
influential effect on their cognitions and also their attempts to refine those cognitions.
خلاصه ماشینی:
"Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum Zohreh Shooshtari*, Kioumars Razavipur, Azimeh Takrimi Shahid Chamran University of Ahvaz, Ahvaz, Iran Abstract Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs.
Apparently, only recently has the field of English as a Foreign Language begun to realize that applying such models in language teacher education programs can both help explore the cognitive aspects of pre-service teachers‟ life and trigger belief changes for the best.
In other words, this study was set up to explore EFL pre-service teachers‟ cognitions about language learning and teaching as well as to investigate the potential of this model in promoting belief refinements about language learning issues in an Iranian teacher education context.
In Borg (2015), a classification of major studies conducted in pre-service settings are reported focusing mainly on trainees' prior learning experiences and cognitions,trainees' beliefs about language teaching, trainees' decision-making, beliefs and knowledge during the practicum, and change in trainees' cognitions during teacher education.
Research questions Following Shulman (1987) who believes the development from students to teachers, from a state of expertise as learners through a novitiate as teachers highlights the complex bodies of knowledge and skills needed to function effectively as a teacher, and Korthagen (1985-2010) who strongly believes that this development can be fully captured through reflection-oriented activities, this study attempts to explore pre-service EFL teachers‟ beliefs and cognitions."