An Analysis of the Impact of Reflective Teaching on the Beliefs of Teacher Trainees

Abstract

The aim of this research is to measure the possible changes in the beliefs of teacher trainees on teaching profession throughout the language teaching methodology course. The trainees were asked to construct a metaphor before they took the language teaching methodology course. At the end of the academic term, the trainees were asked to construct a metaphor again. The trainees were also given a pre-test and a post-test so as to measure the effect of the methodology course they take. The results have revealed that the methodology course based on the reflective approach has led many teacher trainees to change their beliefs from a behaviorist perspective to a constructivist/cognitive one