Between Prior Experience and Professional Preparation: Exploring Initial Conceptions of Language Teaching

Abstract Book of the 10th International Conference on Advanced Research in Education

Year: 2026

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Between Prior Experience and Professional Preparation: Exploring Initial Conceptions of Language Teaching

Prof Dr. Zuzana Strakova

ABSTRACT:

Teacher education institutions typically articulate their educational values, priorities, and objectives through clearly defined visions and missions. Teacher educators are expected to reflect these principles in their teaching and prepare future teachers accordingly. However, teacher trainees enter their programmes with pre-existing beliefs about language learning, teaching, and the teaching profession, shaped largely by their own educational experiences and expectations. This study explores the initial beliefs of English language teacher trainees about foreign language learning and teaching and examines the extent to which these beliefs align with the aims and expectations of their teacher education programme. Particular attention is paid to trainees’ perceptions of effective language teaching, the roles of teachers and learners, and the teaching profession itself. The qualitative case study involves 54 English language teacher trainees in Slovakia at the beginning of their teacher education programme. Data were collected through pre-interview questionnaires followed by focus-group interviews. Questionnaire responses provided the basis for the focus-group discussions, enabling participants to elaborate on, explain, and critically reflect on their initial views and assumptions.
The findings indicate that trainees’ pre-existing beliefs are strongly rooted in their personal experiences as language learners and, in a number of respects, diverge considerably from the principles and mission underpinning their teacher education programme. These discrepancies highlight the need for teacher educators to identify and explicitly address trainees’ initial beliefs. The study therefore emphasises the importance of creating systematic opportunities for critical reflection throughout teacher education as an integral part of trainees’ professional development.

Keywords: Critical Reflection; Focus Groups; Foreign Language Pedagogy; Learner Experience; Professional Development