Using Perplexing Survey Questions With Repeated Pair Discussions to Enhance the Depth of Expression of Beliefs: The Case of Pre-service Japanese EFL Teachers
Title
Using Perplexing Survey Questions With Repeated Pair Discussions to Enhance the Depth of Expression of Beliefs: The Case of Pre-service Japanese EFL Teachers
Using Perplexing Survey Questions With Repeated Pair Discussions to Enhance the Depth of Expression of Beliefs: The Case of Pre-service Japanese EFL Teachers
Keywords: Epistemology, reflection, beliefs, teacher development, teacher training
Authors
Stan Pederson
Kumamoto University Japan
Stan Pederson
Kumamoto University Japan
Bio Data
Stan Pederson is a lecturer at the Faculty of Education at Kumamoto University. He also instructs courses for teachers of young learners at the graduate schools of Teachers College, Columbia University and Kanda University of International Studies. He has conducted seminars on a variety of topics including methods, instructional design and assessment for in-service teachers. He has an extensive list of published materials including songs, games, storybooks and dramas, which are used at elementary schools throughout Japan.
Abstract
This study describes using a teaching beliefs survey featuring perplexing questions, combined with paired conversations and written follow-up responses as a platform for pre-service teachers to share and justify their beliefs as part of a larger process of integrating theory, beliefs and practice. Results show the procedure to be effective in generating more explicit beliefs including reasons, conditions and/or contexts. However, little impact was seen in exploring the origins or basis of support for these beliefs. Suggestions are made for improving the survey and procedure to deepen reflective processes.
This study describes using a teaching beliefs survey featuring perplexing questions, combined with paired conversations and written follow-up responses as a platform for pre-service teachers to share and justify their beliefs as part of a larger process of integrating theory, beliefs and practice. Results show the procedure to be effective in generating more explicit beliefs including reasons, conditions and/or contexts. However, little impact was seen in exploring the origins or basis of support for these beliefs. Suggestions are made for improving the survey and procedure to deepen reflective processes.
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See pages: 118-144
[/private]Category: Main Editions, Volume 12 Issue 3
