White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

The evolution of newly qualified English teachers’ cognition in Malaysian primary schools

Ismail, Zuraidah (2017) The evolution of newly qualified English teachers’ cognition in Malaysian primary schools. PhD thesis, University of Leeds.

[img]
Preview
Text
Ismail_Z_Education_PhD_2017.pdf - Final eThesis - complete (pdf)

Download (4Mb) | Preview

Abstract

This thesis investigates the evolution of knowledge and beliefs of four newly qualified English teachers in their first year of teaching in Malaysian primary classrooms. Although there has been an increased interest in the study of teachers’ cognition in general education research over the years, studies on the cognitions of language teachers in their first year in the classroom remain limited, particularly research into the use of a longitudinal approach to case studies on newly qualified teachers’ beliefs. The aims of this qualitative multiple-case study were to explore the evolution of newly qualified teachers’ (NQTs) beliefs about teaching and learning during their first year of teaching, and to examine the factors that might influence their thinking and classroom practices. The four research participants were from the first cohort of a new Bachelor of Teaching (Hons) course in the Teaching of English as a Second Language (Primary Education) at an Institute of Teacher Education (ITE) in Malaysia. The data was gathered from Skype interviews, classroom observations, stimulated recall interviews and journal entries throughout the participants’ first year of teaching. They were then analysed both manually and using nVivo, a qualitative data analysis software. The outcome provides interesting insights into the evolving thoughts of the four NQTs. As well as shared areas of concern, they each display relatively distinctive reactions to their first-year teaching experiences. The findings support the current movement towards viewing teachers’ cognition constructions as an individual process, and classroom experience in a given moment seems to be the strongest element in NQTs’ belief formation. This study hopes to add to the understanding of the complexity of teachers’ cognition and the appropriacy of the existing pre-service training courses for teachers teaching in public schools. The potential impacts of the study include understanding the importance of providing real support systems for NQTs and adjusting the curriculum structure, content and pedagogy in pre-service English language teacher education to better prepare NQTs for the reality of the classroom.

Item Type: Thesis (PhD)
Keywords: Teacher Cognition, Second Language Teacher Education, Newly Qualified English teachers
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds)
The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Identification Number/EthosID: uk.bl.ethos.739794
Depositing User: Ms Zuraidah Ismail
Date Deposited: 01 May 2018 10:32
Last Modified: 25 Jul 2018 09:57
URI: http://etheses.whiterose.ac.uk/id/eprint/20089

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)