The formally stated, observed and perceived realities of research education in initial, university-based English language teacher education in North Cyprus : a case study

摘要: Despite the growing volume of research on ‘teacher research’, little is known about student-teacher engagement in academically oriented, pre-service English language teacher education (ELTE) programmes. Previous studies have focussed exclusively (ST) tied to teaching practice (TP). Therefore, almost nothing what forms ST ELTE may take prior TP or when no arrangements are made for TP-related research. Reported here a case study STs’ (RE) provision at university North Cyprus which was delivered as single, third-year module focussing explicitly acquisition knowledge and practical skills through ‘hands-on’ project. The particularly investigates formally stated, observed perceived ‘realities’ RE context official document analysis, key informant interviews, classroom observations repertory grid (RepGrid) interviews with four STs taking module. findings indicate more incongruence than harmony between ‘reality’ domains values attributed general by different stake-holders participants. study, therefore, has important implications initial, university-based policy regarding status, structuring, capacity delivery intended provision. also highlights importance purpose meaning compulsory being conveyed unrelated and, hence, there prospect research’