Abstract:
This research paper is the product of a research grant project (49/2012) that was approved and supported by the Deanship of Scientific Research at the University of Bahrain. The study investigates how English language teacher trainees' pre-perceptions of their identities, teaching methods and professional practices shift after joining their in-service teacher education programme at the BTC. Structured interviews, analysis of teacher trainees’ lesson plans, reflections and their school visit reports were done. Findings reveal that although teachers showed earlier resistance to change their epistemological beliefs, professional identity or professional practices, they became more keen to improve their practices and adopt suggestions by the end of their programme. This paper ends with an alternative design of the current in-service Post Graduate Diploma in Education (PGDE) programme offered at the BTC, so that the focus is on bringing about a cognitive change.
