本研究旨在了解职前教师对英语教学和学习的信念。也关注这些当前的信仰是否影响他们的教学课程和经验在他们的时间在他们的学术准备的英语教师。本研究强调的重要性不仅提高了教师教育者的意识岗前学生对语言学习的信念和教学,而是使参与者意识到他们自己的信仰。报告还强调关键需要英语教师教育者和程序设计者确定职前学生的信仰在教学的初始阶段,这样他们就可以制定修改和理解那些信仰阻碍教师教学的效果。纵向研究还将有助于理论对职前教师的信念和希望添加通知的文学教师教育的实践。此外,它还提供了一个上下文信息,已经很少了,在墨西哥的职前英语教师。本文以以下方式组织。首先,一些关键方面的文献介绍的背景下研究紧随其后。然后,数据收集的方法和解释说,结束的演讲和讨论的结果发现。
新西兰商科论文代写:英语教学信念
This research aims to find out the pre-service teachers' beliefs about English language teaching and learning. It also focuses on whether those current beliefs were influenced by their teaching courses and experience gained throughout their time spent during their academic preparation as English teachers. This research highlights the importance of not only raising the teacher educators' awareness of the pre-service students' beliefs about language learning and teaching but of making the participants aware of their own beliefs. It also stresses the crucial need for English language teacher educators and program designers to identify the pre-service students' beliefs at initial stages of instruction so that they can develop strategies to modify and understand those beliefs which hinder the efficacy of teacher instruction. This longitudinal study also aims to contribute to the theory about pre-service teacher beliefs and hopes to add to the literature that informs the practices of teacher education. Moreover, it also presents information about a context that has been scarcely explored, that of pre-service teachers of English in Mexico.This paper is organized in the following way. First, some key aspects of the literature are presented followed by the context of the study. Then, the methodology and the data collection are explained, concluding with the presentation of results and discussion of the findings.
