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Exploring Non-Native-English-Speaking Preservice EFL Teachers’ Cognitions: What Teaching Philosophy Statements Can Tell Us
Exploración de las cogniciones de docentes de inglés no nativos: lo que las declaraciones de filosofía de enseñanza pueden decirnos
DOI:
https://doi.org/10.15446/profile.v26n2.108741Keywords:
English as a foreign language, language teacher cognition, language teacher education, preservice teachers, teaching philosophy statement (en)cognición del docente de lengua, declaración de filosofía de la enseñanza, formación docente, futuros docentes, inglés como lengua extranjera (es)
This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers’ cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the personal and interpersonal (learners’ and teachers’ roles and the relationship between them) aspects of teaching and was characterized by high idealism and naïveté, but they also demonstrated a certain level of awareness of the future contexts in which they would be teaching. Although their past experiences significantly shaped their cognition, they found that their current teacher education program helped them develop a critical view of these experiences.
Este estudio investiga el contenido y las características de las cogniciones de treinta futuros docentes turcos de inglés, tal como se manifiestan en sus declaraciones de filosofía de la enseñanza. Se encontró que la cognición de los docentes se centraba en los aspectos pedagógicos (enseñanza-aprendizaje y métodos de enseñanza de lengua) y en los aspectos personales e interpersonales (papeles de los alumnos y docentes y la relación entre ellos) de la enseñanza. Esta cognición se caracterizó por un alto idealismo e ingenuidad, aunque los docentes también demostraron ser conscientes de los contextos futuros en los que estarían enseñando. Aunque sus experiencias pasadas desempeñaron un papel importante en la formación de su cognición, descubrieron que su actual programa de formación docente les ayudó a desarrollar una visión crítica de estas experiencias.
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