The Transformation of Pre-service Teachers Pedagogical Beliefs During Vocational Teaching

Abstract

Teachers’ beliefs facilitate students’ learning and shape their future professional endeavors. Although several studies have examined teachers' beliefs about teaching, how the views of pre-service teachers were represented in their teaching practicum still needs to be explored. The purpose of this study is to describe how a pre-service teacher implements her teaching beliefs during her teaching practicum in a vocational high school. One female pre-service teacher, aged 22 years old, took part in this study. A semi-structured interview was used to gather data. Data analysis was done inductively following Braun and Clark's thematic analysis. This study has four findings. First, the pre-service teacher believes that students are responsible for educating students, encompassing professional, social, and personal aspects. Teachers must deliver curriculum-appropriate material and ensure the content is relevant to students' interests and future career aspirations, especially in vocational schools. Secondly, the pre-service teacher considers that teachers can evaluate students' performance through rewards to enhance their

talent and integrate the assessment into their learning experience. Thirdly, the pre- service teacher believes teachers have roles to perform in the classroom as mentors

and authority figures who establish an enabling and engaging educational atmosphere while maintaining control and discipline. Fourth, the linearity of learning assessments and activities can evolve to suit learning assessments and activities to the developmental needs of students who may struggle with them. Such beliefs indicate meaningful learning and an engaged educational atmosphere to promote students' academic achievement.