Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice
This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions' effects on instructional teaching. Attribution theory was used as a framework f...
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Universidad Nacional de Colombia,
2020-01-01T00:00:00Z.
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| Summary: | This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions' effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers. |
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| Item Description: | 10.15446/profile.v22n1.78613 1657-0790 |