Version 1
: Received: 26 October 2024 / Approved: 27 October 2024 / Online: 28 October 2024 (12:23:07 CET)
How to cite:
Zhou, J.; Huang, T.; Chen, S. Pre-service Teachers’ Changing Beliefs in a Digital Humanity Course: Three Cases of ELT Teachers. Preprints2024, 2024102120. https://doi.org/10.20944/preprints202410.2120.v1
Zhou, J.; Huang, T.; Chen, S. Pre-service Teachers’ Changing Beliefs in a Digital Humanity Course: Three Cases of ELT Teachers. Preprints 2024, 2024102120. https://doi.org/10.20944/preprints202410.2120.v1
Zhou, J.; Huang, T.; Chen, S. Pre-service Teachers’ Changing Beliefs in a Digital Humanity Course: Three Cases of ELT Teachers. Preprints2024, 2024102120. https://doi.org/10.20944/preprints202410.2120.v1
APA Style
Zhou, J., Huang, T., & Chen, S. (2024). Pre-service Teachers’ Changing Beliefs in a Digital Humanity Course: Three Cases of ELT Teachers. Preprints. https://doi.org/10.20944/preprints202410.2120.v1
Chicago/Turabian Style
Zhou, J., Ting Huang and Si Chen. 2024 "Pre-service Teachers’ Changing Beliefs in a Digital Humanity Course: Three Cases of ELT Teachers" Preprints. https://doi.org/10.20944/preprints202410.2120.v1
Abstract
While a number of studies focused on pre-service teachers’ belief change in teacher education programs, the process of English Language Teaching (ELT) pre-service teachers’ belief change on technology integration remains underexplored. Adopting Cabaroglu and Roberts (2000)’s framework, this study investigated the process of belief change among three ELT pre-service teachers in a digital humanity course in a teacher education program in the US. The data were collected from interviews, the “story of self” of the participants, bi-weekly reflective journals, end-of-the semester reflection papers, and lesson plans. The study revealed that student teachers’ beliefs experienced different processes of change during the course, including awareness and realization, confirmation and consolidation, elaboration and polishing, addition, disagreement, and reversal. The paper provides a new understanding of the benefit of a digital humanity course with a technology integration focus in a teacher education program, which could exert a significant effect on affecting pre-service teachers’ beliefs on technology integration.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
