Author(s)

Jiewen Chen ¹, Shuai Wu ¹, You Chen ¹

Affiliation(s)

¹ College of Foreign Studies, Guangdong University of Science and Technology, Dongguan, 523083, China

Corresponding Author

You Chen

ABSTRACT

The purpose of this study is to explore the impact of teaching practicum on the development of teacher beliefs among English majors in application-oriented university. This research employs a qualitative method (mainly interview), focusing on four participants' views about their teaching, students and themselves in the first practicum experience. The findings indicate that the teaching practicum affects each participant's teacher beliefs to varying degrees, with changes observed across the five dimensions (such as teacher identity, teacher-student relationship, teaching methods, self-reflection, subject knowledge and perception for learners) of teacher beliefs, although not all dimensions are equally influenced. Meanwhile, the practicum has a predominantly positive impact on the participants' beliefs about teaching. The changes in these beliefs can be attributed to several factors, including external and internal factors. The study highlights the importance of the teaching practicum in shaping teacher beliefs and suggests that well-structured practicum experiences, supported by effective mentorship, reflective practice and teacher community of practice, are essential in fostering positive professional development among future educators.

KEYWORDS

Teaching Practicum; Teacher Belief; English Majors

CITE THIS PAPER

Jiewen Chen, Shuai Wu, You Chen, A Qualitative Study on the Impact of Teaching Practicum on Teacher Belief among English Majors in Application-oriented University. Adult and Higher Education (2024) Vol. 6: 166-173. DOI: http://dx.doi.org/10.23977/aduhe.2024.060624.

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