Are Pre-service English Teachers’ Perceptions Reliable?: A Credibility Gap between the Objective and Subjective Sides of Perception
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Previous research has enlightened pre-service English teachers’ perceptions of teaching and evaluation. This study raised the question of a possible credibility gap between the pre-service teachers’ subjective perceptions and their third-person objective judgements. To this end, thirty-six English majors in a university English Teaching Methodology course completed a two-page questionnaire with a section on feedback types and another on teaching evaluation criteria. The questionnaire was administered twice: first to determine teachers’ subjective perceptions, and later to measure their third-person objective judgements. The results suggest statistically significant gaps between the two different perspectives. The gaps were evident in ‘self-evaluation through video observation’ in the section on feedback types, and ‘teacher’s English skills’ and ‘teacher’s preparedness’ in the section on teaching evaluation criteria, all of which the pre-service teachers may consider demanding or challenging. The results reveal that their perception may have been expressed for convenience sake and thus were different from their judgements from a third-person perspective. Therefore, the study makes suggestions to educators in pre-service teacher training programs, both for their research and for adaptation to their education practice.
Abstract
Previous research has enlightened pre-service English teachers’ perceptions of teaching and evaluation. This study raised the question of a possible credibility gap between the pre-service teachers’ subjective perceptions and their third-person objective judgements. To this end, thirty-six English majors in a university English Teaching Methodology course completed a two-page questionnaire with a section on feedback types and another on teaching evaluation criteria. The questionnaire was administered twice: first to determine teachers’ subjective perceptions, and later to measure their third-person objective judgements. The results suggest statistically significant gaps between the two different perspectives. The gaps were evident in ‘self-evaluation through video observation’ in the section on feedback types, and ‘teacher’s English skills’ and ‘teacher’s preparedness’ in the section on teaching evaluation criteria, all of which the pre-service teachers may consider demanding or challenging. The results reveal that their perception may have been expressed for convenience sake and thus were different from their judgements from a third-person perspective. Therefore, the study makes suggestions to educators in pre-service teacher training programs, both for their research and for adaptation to their education practice.
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