September 2005
Volume 9, Number 2

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A Case Study of the Development in Pedagogic Thinking of a Pre-service Teacher

Michaela Borg
Northumbria University, UK


Within education there has been considerable research into the process of learning to teach. This has often taken the form of investigations of trainee-teachers' knowledge and beliefs. However, within ELT, empirical research into the development of trainees' thinking whilst taking a formal training programme is limited.

This article reports on a case study of a pre-service (CELTA) course and takes as its focus an in-depth look at the development of one trainee. The trainee, Penny, despite her ab-initio status, held strong beliefs about teaching which interacted with her experience of the training programme in sometimes complex ways. Whilst some of her pre-course beliefs showed elaboration and a deepening understanding, others were remarkably resistant to change. One particular area where she did evidence a growth in her understanding, was in the shift of her perspective on grammar from that of a learner to that of a teacher.

Keywords: EFL, ESL, Second Language Pedagogic Thinking, Teacher Beliefs, Teacher Training, Grammar, UK

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