The role of teacher education is of crucial importance and has been challenged over the years. The change of teacher role since the time of grammar translation up to the time of eclectic method is a proof of importance of teacher role. Therefore, efforts have always been taken, to formulate teachers role and to guide them in their career. Carter and Doyle (1996) mention teacher role as being quite personal and rooted in one's beliefs as well as some other factors. Dewey (1933, cited in Barcelos, 2000) mentions belief as being equal to thought, but later on belief is viewed as a social process (Wright, 1987). Anyway, whether belief is considered as thought or social process, none of them is formed during a few years, and belief formulation starts from the early years of life (such as Lortie 1975, [as cited in Egbert, 2002], Stern, 2004). Therefore, in order to change prior beliefs different procedures have to be taken. Hence, the present article first tries to define belief from different points of view and next to show the importance of teacher belief. Then it continues with the formulation of teacher belief from the time the teacher is still a young student. It also pictures the importance of formulation of correct beliefs during these early years. Finally, it tries to picture the outcome of all the efforts that are taken to formulate new beliefs and their practicality in practice.
Mojdeh Mellati, Islamic Azad University, Iran
Stream: Teacher training
This paper is part of the ECLL2015 Conference Proceedings (View)
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