Naslov
Beliefs about the ‘good’ language teacher : comparisons among Croatian and Hungarian pre-service teachers of various foreign languages

Autori
Farkas, Kornél ; Mardešić, Sandra

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
UPRT 2019 : book of abstracts / - , 2019, 6-7

Skup
University of Pécs Roundtable Empirical Studies in English Applied Linguistics

Mjesto i datum
Pečuh, Mađarska, 10.05.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
language teacher beliefs ; language teacher education ; language teacher competences

Sažetak
For the last few decades, standards regarding the competences of “good” (i.e. qualified and effective) foreign language (L2) teachers have been increasing in number (Borg & Edmett, 2018) ‒ typically imposed from the top down through educational policies responding both to socio- cultural trends and to advancements in second language acquisition research (Larsen-Freeman, 2018). In light of the existing competence models for L2 teachers in our countries, we (as teacher educators) were interested in the beliefs, images, and future self-guides that pre-service L2 teachers held about the “good” and/or “ideal” L2 teacher in our university programmes in Croatia and Hungary, and wanted to see the extent to which these beliefs and self-guides overlapped with the competence standards described in current educational policies. For these reasons, we collected exploratory qualitative data from pre- service L2 teachers majoring in different languages: one group of Hungarians majoring in English (n=18), and three groups of Croatians majoring in German (n=24), Italian (n=10), and French (n=8). The instrument we used for data collection was a reflective template ‒ a set of sentence-starters prompting the participants to formulate short, written belief-statements focusing, among other themes, on the perceived characteristics and competences of the “good” L2 teacher. Based on the preliminary results of our search for emerging themes within and across the participating groups, we saw that pre-service L2 teachers’ belief-statements reflected (1) more similarities than differences among the four groups, (2) awareness for several (but not all) competence areas described in related studies and policy documents, (3) individual differences in the range and elaborateness of described teacher characteristics/competences, and (4) traces of influence from folk pedagogies and popular discourses on the “good” L2 teacher (Moore, 2004). Besides supporting these claims with concrete results, our talk will focus on some implications for L2 teacher education.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA