The influence of cultural models on novice English language teachers’ appropriation of tools

Abstract

Prospectives teachers are formally introduced a variety of conceptual (e.g., learning theories) and pedagogical tools (e.g., teaching strategies) for teaching in their teacher preparation programmes. The goal is for them to adopt these tools and to internalize ways of thinking endemic to the cultural practices of using the tools. However, teachers have been found to develop conception of these tools that are at odds with their intended purpose. This study seeks to understand this phenomenon by examining the cultural part of cognition of three beginning teachers.