Beliefs and Tensions of Kindergarten Pre Service Students: a Three Case Longitudinal Study

Mireia Pérez Peitx, Montserrat Fons-Esteve


This present work is part of a four-year-project related to the pre service teachers’ beliefs’ about initial literacy from the University of Barcelona. In particular, this paper presents the evolution of beliefs and tensions from the first to the second year of training from three pre service kindergarten students. The final aim of the project is to make proposals in order to improve teacher education. So far, it can be confirmed that beliefs are resistant to change but not immovable. Some core beliefs have been identified and they have incorporated new information acquired during the second year of training, specifically, from the practice. Furthermore, tensions and the awareness (or not) of them have become a very important issue since they show conflictive areas to work with students in order to make them conscious of their thoughts. In conclusion, beliefs and tensions appear to be the quid of the question in teacher education. 


Beliefs; Tensions; Pre service beliefs; Initial literacy; Teacher training

Full Text:



Barcelos, A.M.F. (2003). Researching beliefs about SLA: A critical review. In A. M. Barcelos & Kalaja, P. (eds.), New approaches to research on beliefs about SLA (pp. 7-33) Dordrecht: Kluwer.

Borg, S. (2003). Teacher cognition in Language teaching. A review of research on what teachers think, know, believe, and do. Language Teaching 36, 81-109.

Borg, S. (2011). The impact of in-service teacher education on Language teachers' beliefs, System, 39: 370-380.

Cambra, M. (2000). El pensament del professor: formació per a la pràctica reflexive. In A. Camps & Ríos, I. & Cambra, M. (eds.), Recerca i formació en didàctica de la llengua (pp. 161-172). Barcelona: Graó.

Cambra, M. (2008). Enseigner l'oral à l'école primaire. Les représentations des futurs enseignants catalans en stage dans des classes de Français langue étrangère. In C. Cortier & Bouchard, R. (eds.), Quel oral enseigner, cinquante ans après Le Français Fondamental? Le Français dans le Monde. Recherches et Applications (pp. 158-170). Paris: CLE International

Chong, S. & Wong, I. Y-F & Quek, C.L. (2005). Pre-Service Teacher's Beliefs, Attitudes, and Expectations: A Review of the Literature. Centre for Research in Pedagogy and Practice International Conference on Education, Singapore. Retrieved 28 August, 2012.

Dufva, H. (2003). Beliefs in dialogue: Bakhtinian view. In A. M. Barcelos & Kalaja, P. (eds.), New approaches to research on beliefs about SLA (pp. 136-146)) Dordrecht: Kluwer.

Freeman, D. (1993). Renaming experience/reconstructiong practice: developing new understandings of teaching, Teaching and Teacher Education, 9 (576): 485-497.

Graden, E.C. (1996). How Language Teachers' Beliefs ABout Reading Instructuin Are Mediated by Their Beliefs About Students, Foreign Language Annals, 29 (3): 387-395.

Jodelet, D. (ed) (1994): Les représentations sociales. Paris: PUF. Kerbrat- Orecchioni, C. (2005). Le discours en interaction. Paris: Armand Colin.

Johnson, S.E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching & Teacher Education, 10 (4), 439-452.

Kagan, D. M. (1992). Professional growth among preservice teacher education. Review of Educational Research 62, 129-169.

Lee, I. (2008). Ten mismatches between teachers' beliefs and written feedback practice, ELT Journal, 63 (1): 13-22.

Lortie, D. (1975). Schoolteacher: A sociologycal Study. Chicago: University of Chicago Press.

Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teachers beliefs in Greece: A longitudinal study, Teaching and Teacher Education, 23: 1272-1288.

Nettle, E. B. (1998). Stability and change in the beliefs of Student teachers during practice teaching, Teaching and Teacher Education, 14(2): 193-204.

Pajares, M. F. (1992). Teachers' beliefs and educational research: cleaning up a messy construct, Review of Educational Research, 62 (3) : 307-332.

Palou, J.; Fons, M. (2013). Investigar en un escenario social denominado aula, Cultura & Educación 25 (4). DOI: 10.1174/113564013808906816

Peacock, M. (2001). Pre-service ESL teachers' beliefs about second Language learning: a longitudinal study. System 29, 177-195.

Pérez-Peitx, M. (2013). Els perfils de pràctiques docents i el sistema de creences: un estudi de cas de dues mestres de parvulari. Bellaterra Journal of Teaching & Learning Language & Literature, 6 (1), 56-71.

Phipps, S.; S. Borg (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37 (3): 380-390.

Richards, K. (2009). Trends in qualitative research in Language teaching since 2000, Language Teaching 42/2, 147-180.

Woods, D. (1996). Teacher cognition in Language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.

Abstract Views

Metrics Loading ...

Metrics powered by PLOS ALM

This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivatives 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593