{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/125930"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/125930","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Belief change in ESL student teachers during a master's- level teaching practicum","abstract":"Teachers' beliefs about teaching and learning greatly influence their classroom practices. This is particularly evident in an English as a Second Language (ESL) teaching practicum, where student teachers are exposed to new practices and react to them based on their current beliefs about teaching. This thesis examines and tracks changes in the beliefs of ESL student teachers while enrolled in a graduate level teaching practicum. The data for the present study was gathered through observations of lesson planning and advising sessions, personal interviews, questionnaires, and written self-reflections. Following the principles of ethnographic research, this study found that most student teachers did not change their beliefs, although few instances of modified or newly created beliefs and contradictions between beliefs and practices were experienced. Like previous studies about teachers' beliefs (e.g., Brousseau & Freeman, 1988; Gutierrez Almarza, 1996; Johnson, 1994; Markee, 1997), this study suggests that in order to change student teachers' beliefs, graduate ESL programs should explicitly address the beliefs of student teachers' throughout the teaching practicum. In addition, the instructors' intervention was found to be an essential influence on student teacher belief change.","abstract_html":"Teachers' beliefs about teaching and learning greatly influence their classroom practices. This is particularly evident in an English as a Second Language (ESL) teaching practicum, where student teachers are exposed to new practices and react to them based on their current beliefs about teaching. This thesis examines and tracks changes in the beliefs of ESL student teachers while enrolled in a graduate level teaching practicum. The data for the present study was gathered through observations of lesson planning and advising sessions, personal interviews, questionnaires, and written self-reflections. Following the principles of ethnographic research, this study found that most student teachers did not change their beliefs, although few instances of modified or newly created beliefs and contradictions between beliefs and practices were experienced. Like previous studies about teachers' beliefs (e.g., Brousseau & Freeman, 1988; Gutierrez Almarza, 1996; Johnson, 1994; Markee, 1997), this study suggests that in order to change student teachers' beliefs, graduate ESL programs should explicitly address the beliefs of student teachers' throughout the teaching practicum. In addition, the instructors' intervention was found to be an essential influence on student teacher belief change.","abstract_has_math":false,"creators":["Velasquez, Angela Maria Lopez"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching English as a Second Language","degree_department":null,"school":null,"contributors":["Berg, Catherine"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-22T22:25:02Z","subjects":["Teaching English as Second Language","Teachers' beliefs ESL teaching practicum","Belief change","Graduate ESL programs"],"languages":["eng"],"rights":["Copyright by Angela Maria Lopez Velasquez, 2002"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/125930","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Berg, Catherine"]},{"key":"dc:creator","label":"Author","values":["Velasquez, Angela Maria Lopez"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2002"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation/Thesis","text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching English as a Second Language"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching English as Second Language","Teachers' beliefs ESL teaching practicum","Belief change","Graduate ESL programs"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright by Angela Maria Lopez Velasquez, 2002"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/125930"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Teachers' beliefs about teaching and learning greatly influence their classroom practices. This is particularly evident in an English as a Second Language (ESL) teaching practicum, where student teachers are exposed to new practices and react to them based on their current beliefs about teaching. This thesis examines and tracks changes in the beliefs of ESL student teachers while enrolled in a graduate level teaching practicum. The data for the present study was gathered through observations of lesson planning and advising sessions, personal interviews, questionnaires, and written self-reflections. Following the principles of ethnographic research, this study found that most student teachers did not change their beliefs, although few instances of modified or newly created beliefs and contradictions between beliefs and practices were experienced. Like previous studies about teachers' beliefs (e.g., Brousseau & Freeman, 1988; Gutierrez Almarza, 1996; Johnson, 1994; Markee, 1997), this study suggests that in order to change student teachers' beliefs, graduate ESL programs should explicitly address the beliefs of student teachers' throughout the teaching practicum. In addition, the instructors' intervention was found to be an essential influence on student teacher belief change."]},{"key":"dc:title","label":"Title","values":["Belief change in ESL student teachers during a master's- level teaching practicum"]}]}],"canonical_facts":{"dc:contributor":["Berg, Catherine"],"dc:creator":["Velasquez, Angela Maria Lopez"],"dc:date":["2002"],"dc:description":["Teachers' beliefs about teaching and learning greatly influence their classroom practices. This is particularly evident in an English as a Second Language (ESL) teaching practicum, where student teachers are exposed to new practices and react to them based on their current beliefs about teaching. This thesis examines and tracks changes in the beliefs of ESL student teachers while enrolled in a graduate level teaching practicum. The data for the present study was gathered through observations of lesson planning and advising sessions, personal interviews, questionnaires, and written self-reflections. Following the principles of ethnographic research, this study found that most student teachers did not change their beliefs, although few instances of modified or newly created beliefs and contradictions between beliefs and practices were experienced. Like previous studies about teachers' beliefs (e.g., Brousseau & Freeman, 1988; Gutierrez Almarza, 1996; Johnson, 1994; Markee, 1997), this study suggests that in order to change student teachers' beliefs, graduate ESL programs should explicitly address the beliefs of student teachers' throughout the teaching practicum. In addition, the instructors' intervention was found to be an essential influence on student teacher belief change."],"dc:identifier":["https://hdl.handle.net/2142/125930"],"dc:language":["eng"],"dc:rights":["Copyright by Angela Maria Lopez Velasquez, 2002"],"dc:subject":["Teaching English as Second Language","Teachers' beliefs ESL teaching practicum","Belief change","Graduate ESL programs"],"dc:title":["Belief change in ESL student teachers during a master's- level teaching practicum"],"dc:type":["Dissertation/Thesis","text"],"thesis:degree_discipline":["Teaching English as a Second Language"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}