The emerging beliefs and instructional practices of preservice English as a second language teachers

This study infers preservice English as a second language (ESL) teachers' beliefs about second language teachers and second language teaching from narrative statements made about their beliefs, from teachers' intentionality to teach in a particular way, and from teachers' perceptions of their instructional practices during the practicum teaching experience. The findings indicate emerging beliefs based on conflicting images of teachers and teaching that require access to alternative images of second language teachers and second language teaching if preservice teachers' beliefs are to shift and mature beyond their limited apprenticeship of observation and, ultimately, reconstruct a model of action that is appropriate for effective second language instruction.