Analysing trainee beliefs about thesis writing and professional development in a constructivist thesis writing experience
thesisposted on 2022-03-28, 10:19 authored by Rebeca Elena Tapia Carlin
The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico.
Table of ContentsIntroduction -- Literature review -- Study 1 -- Study 2 -- Conclusions.
NotesBibliography: p. 299-327 "December 2008".
Awarding InstitutionMacquarie University
Degree TypeThesis professional doctorate
DegreeThesis (DAppLing), Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics
Department, Centre or SchoolDepartment of Linguistics
Year of Award2009
Principal SupervisorDavid Hall
Additional Supervisor 1Jill Murray
RightsCopyright disclaimer: http://www.copyright.mq.edu.au Copyright Rebeca Elena Tapia Carlin 2009.
Extentxvii, 359 p
Former Identifiersmq:7745 http://hdl.handle.net/1959.14/76856 1370690
English teachersprofessional developmentteacher educationDissertations, Academicteacher beliefsthesis writingAcademic writingProfessional developmentConstructivism (Education)English language -- Study and teaching -- MexicoProfessional development -- MexicoProfessional educationEnglish teachers -- Training of -- MexicoProfessional education -- MexicoEnglish languageConstructivism (Education) -- MexicoTeachers college students -- Mexico -- Attitudes -- Case studiesTeachers college studentsconstructivism