SciELO - Scientific Electronic Library Online

 
vol.23 issue2Language Pedagogy and Teacher Identity: A Decolonial Lens to English Language Teaching From a Teacher Educator’s ExperienceApproaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google

Share


Profile Issues in Teachers` Professional Development

Print version ISSN 1657-0790

Abstract

ROSAS-MALDONADO, Maritza; DURAN-CASTRO, Macarena  and  MARTIN, Annjeanette. The Socio-Emotional Influence of Past Teachers on Novice English Teachers’ Beliefs. profile [online]. 2021, vol.23, n.2, pp.215-230.  Epub Aug 25, 2021. ISSN 1657-0790.  https://doi.org/10.15446/profile.v23n2.90809.

Teachers’ past learning experiences, also referred to as “apprenticeship of observation,” can affect their beliefs and, in turn, their teaching practices. This study focused on the apprenticeships of observation of Chilean novice English teachers and sought to identify the possible influence of their past English teachers on their teaching and learning views in an English as a foreign language context. The qualitative multiple case study design gathered the narratives of 18 teachers using an open-ended survey and in-depth interviews. Results showed that the teachers’ apprenticeship of observation influenced their socio-emotional and affective views on teaching with a main concern on teacher-student relationships. From a sociocultural perspective, it was found that feelings associated with these experiences helped them understand their own practice.

Keywords : apprenticeship of observation; novice EFL teachers; past English teachers; socio-emotional influence; teacher-student relationships.

        · abstract in Spanish     · text in English     · English ( pdf )