An analysis of the development of teacher belief constructs during teaching practice and in the novice year of teaching : a case study of English language teachers in the Malaysian context

If you ask a group of people "What are the qualities of a good teacher?" they are \nmore likely to say that a teacher must be knowledgeable, compassionate, firm and \nfair. If you ask the same group of people "How do we prepare teachers to have all \nthose good qualities?" you are more likely to get as many suggestions as there are \npeople in the group. We all seem to agree on the quality teacher we want but we are \nless in agreement about the ways in which we might achieve those objectives. \nOver the years several models of teacher education have been suggested. These \nmodels testify to the continuous search for the best way to prepare teachers. There are \nvarying viewpoints on whether teachers are better prepared if they spend more time in \nschool so that their knowledge is acquired through practical means or whether \nteachers should receive sufficient knowledge on campus studies before they are let \nloose. What is sufficient theoretical and practical knowledge for the beginning teacher \nanyway? Do we know enough about how the participant on the teaching program \nmakes sense of the knowledge acquired from the program when against his/her life \nexperiences? \nThis study explores the process of learning to teach by eight young women on the \nB.Ed degree link program as they prepare themselves to become English language \nteachers for secondary schools in Malaysia. The study follows their progress as they \nmake the transition to beginning teachers. Specifically, the study explores the \nconstruct of their beliefs about teaching and learning prior to teaching practice, during \nteaching practice and in the post-training situation. Discussion of the findings from \nthis longitudinal study is followed by recommendations for improving the preservice \nprogram and the support for beginning teachers in the novice year of teaching.