Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning

Keywords: conceptual metaphors, teachers’ beliefs, teacher education

Abstract

One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction.  However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.

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Author Biographies

Ana Cecilia Villarreal Ballesteros, Universidad Autonoma de Chihuahua

Ana Cecilia Villarreal Ballesteros is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She has a PhD in Second Language Acquisition and Teaching from University of Arizona. She teaches undergraduate and graduate courses in Applied Linguistics and TESOL. She has authored publications in second language learning and teaching.

Irlanda Olave Moreno, Universidad Autonoma de Chihuahua

Irlanda Olave is a full-time tenured professor and researcher at the Universidad Autónoma de Chihuahua.  She holds a Doctoral Degree in Education and teaches undergraduate and graduate courses in TESOL and British Literature. She has authored publications on self and co-regulation of learning and has presented them in numerous conferences

Lizette Drusila Flores Delgado, Universidad Autonoma de Chihuahua

Lizette Flores is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She holds a PhD in ELT from the University of Southampton, UK. She teaches undergraduate courses in TESOL and American and British history. Her research interests include mentoring, professional identity and learner and teacher autonomy.

Universidad Autónoma de Chihuahua

Published
2020-09-30
How to Cite
Villarreal Ballesteros, A. C., Olave Moreno, I., & Flores Delgado, L. D. (2020). Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning. Journal of Language and Education, 6(3), 36-51. https://doi.org/10.17323/jle.2020.10116