ABSTRACT

This study is intended to offer a view of the problems which NQTs (Newly Qualified
Teachers) are experiencing at the Tuxtla Language School in Chiapas, Mexico. It describes my
attempt as a teacher trainer to address continuous professional development (CPD) in an
effort to foster on-line peer support for novice teachers in a collaborative learning
environment. The main focus of this dissertation was to investigate and pilot test the use of
ADFs (Asynchronous Discussion Forums) as a support network in an effort to help bridge the
gap between pre-service and in-service professional development through the fostering of a
virtual learning community where habits of caring, shared VABs (Values, Attitudes and Beliefs)
and an interconnectedness are encouraged and NQTs are able to share information and
experiences, challenge, question and offer each other alternatives to their usual teaching
practice thus supporting this transition into their early years of teaching; in effect, to serve as
life rafts for struggling NQTs. By describing this process and my findings I hope to encourage
other practitioners to continue exploring the value of asynchronous discussion forums (ADFs)
to create learning communities in their own professional venues.

ACKNOWLEDGEMENTS
Throughout my teaching career I have had the opportunity to work with many valuable
colleagues who have been fundamental in my development both personally as well as
professionally. My VABs (values, attitudes and beliefs) have evolved as a result of this process
and I wish to thank all of them for being there.
First of all I would like to thank Maria Teresa Urquidi Gutierrez for her support, I consider her
my original mentor in my teaching career. I was fortunate to be under her wing at the Diego
Rivera School in Tuxtla Gutierrez where I have worked for more than twelve years. There I
met Gaby Barrios Hernandez de Tejada, Dorian Ruiz Palma and Rosi Sabinez who generously
contributed to my KSA (knowledge, skills and awareness) about teaching.
For the past decade I would also like to acknowledge the great influence Maria Eugenia
Serrano and Rachid Mekki, my friends and colleagues from the UNACH, have had since they
have helped shape the way I now view teaching. Maru Serrano is also responsible for providing
me with the marvelous opportunity to study my M.Ed. and for that I will eternally be grateful.
I would like to especially show appreciation to my main tutor, Dr. Tony Wright for so skillfully
being my mentor. He has provided me with tremendous help, support and encouragement. My
recognition also to my tutors from MARJON, Steve Ansell and Liz Robbins for their valuable
contributions to my learning processes throughout this M. Ed. experience.
I am also very much indebted to all the NQTs of the LEI who took part in my discussion
forum, for allowing me to interview them, for answering questions and for allowing me to use
their utterances in my analyses and reports.
And, as always, my thanks to my family: Eddie, Anita and Alberto for providing me with their
loving support and encouragement.

TABLE OF CONTENTS
Abstract
Acknowledgements
List of Contents
List of Figures
List of Appendices
List of Abbreviations
Introduction

1
2
3
5
6
7
8

CHAPTER ONE : TROUBLED TRANSITION

Introduction
1. THE LEI TEACHER TRAINING PROGRAM
1.1. Follow-Up Studies of the Current LEI Program
1.1.1 LEI Novice Teacher Difficulties
1.2.
Lack of Sufficient Field Experience in the Current LEI
Program
1.3. Need for Redesigning the Curriculum
1.4. The Culture of Mexican Schools
1.4.1. Collaborative Teaching Cultures
1.5
Possible Solutions to Provide Support for LEI NQTs
Summary

11
11
11
12
14
17

CHAPTER TWO: EXPLORING THE POSSIBILITIES OF

SUPPORT FOR NQTS
Introduction
2. NQTS Priorities
2.1
Support for NQTS
2.1.1. Mentoring and Induction Programs
2.1.2. Teacher Learning through Reflective Teaching and
Practical Theory
2.1.3. Institutional Support for Promoting Personal Knowledge
2.2
Developing LEI NQT Learning Communities
2.3
Establishing an On-line Peer Support Network
2.3.1. NQT Learning Communities
2.4
On-line Learning Communities
2.4.1. Challenges in Starting and Supporting On-line Learning
Communities
Summary

29

CHAPTER THREE: LEI ADF PILOT PROJECT

Introduction
3. Creating an ADF at the Tuxtla Language School
3.1. Research
3.1.1. Action Research
3.1.2. Approach to Research

47
47
47
48
48
51

19
22
25
26
28

29
29
31
34
35
37
37
39
41
41
43
46

Setting Up and Managing the LEI ADF

3.2.1. Target Population and Setting
3.2.2. Selection of Data Collection Methods
3.3. Findings
3.3.1. Exploring Success and Failures in the LEI ADF Pilot
Project
3.4. Linguistic Analysis
3.5. Outcomes: Operating and Maintaining an ADF
Summary

51
52
55
56
60

CHAPTER FOUR: LOOKING TOWARDS THE FUTURE OF THE

LEI ADF
Introduction
4. Summary, Conclusions, and Implications of Setting Up ADFs
4.1. Implications for the Future of the LEI Program
4.2. Implications for Other Teacher Trainers
4.3. Key Issues in Implementing Change
Conclusions

72

Reflective Epilogue
Appendices
Bibliography

81
83
99

3.2

66
69
71

72
72
73
77
78
80

LIST OF FIGURES

FIGURE 1
FIGURE 2
FIGURE 3

Current LEI Program Practicum Opportunities

Compared with those of the New Program
Novice Teachers Support Needs Compared To What LEI
Teachers Receive
Putz Beginning Teacher Priorities (1992) Compared to
those of LEI NQTs

20
26
29

FIGURE 4
FIGURE 5

LEI NQTs Reflection Cycle In and On Practice

Ideal Teacher Support System in Comparison with My

Expectations with this Pilot-Study

37

FIGURE 6

Advantages and Disadvantages of Asynchronous

Discussion Forums

43

FIGURE 7

Burns Phases of Action Research in Relation to this

Study

48

FIGURE 8
FIGURE 9
FIGURE 10
FIGURE 11
FIGURE 12
FIGURE 13
FIGURE 14
FIGURE 15
FIGURE 16
FIGURE 17
FIGURE 18
FIGURE 19
FIGURE 20
FIGURE 21
FIGURE 22
FIGURE 23

LEI ADF Index

LEI Alumni According to Cohort
Chronogram of LEI ADF Research Procedures

NQTs Workplaces
Greatest Challenges for NQTs
Support Resources for LEI NQTs
ADFs Contributions to NQTs Learning
Reasons for Not Using the ADF
Success in ADF
Difficulties Encountered in this Pilot Project
Threaded Statistics Record of the LEI ADF
ADF Message Continuum
Nature of Posts on the Most Popular LEI ADL Thread
Personal and Professional Conclusions Concerning ADFs
Recently Created ADF for LEI Student-Teachers
My Future Plans Concerning ADFs

35

51
51
53
55
56
57
57
58
59
60
63
65
67
70
72
74

LIST OF APPENDICES

Current LEI Study Program

80

Comparison between Current LEI Study

Program and the New LEI Program
General Information Questionnaire

81

90

First E-mail Sent to Alumni to Invite

Them to Use ADF
LEI Discussion Forum Menu

Most Popular LEI Discussion Forum

92

3
4

87

91

Thread
7
8
9

Invitation Brochure to Encourage

Participation in ADF
LEI NQT Discussion Forum
Questionnaire
Number of Registered Users

96
98
99

LIST OF ABBREVIATIONS

ADF

Asynchronous Discussion Forum

ANUIES

CPD

Associacion Nacional de Universidades e Instituciones de

Educacion Superior (Nacional Association of
Universities and Institutions of Higher Learning
in Mexico)
Comites Interinstitucionales de Evaluacion de la
Educacion Superior (Interinstitutional Evaluation
Committees for Higher Learning)
Continuous Professional Development

IT

Information Technology

ITT

Initial Teacher Training

LEI

Licenciatura en la Enseanza del Ingles (BEd in ELT)

NQT

Newly Qualified Teacher

Ss

Students

UNACH

Universidad Autonoma de Chiapas

(Autonomous University of Chiapas)
Values, Attitudes and Beliefs

CIEES

VABs

INTRODUCTION
How many teachers remember how eagerly they looked forward to their first day of teaching
in their first job as English teachers, fresh from the University, ready to conquer the world?
However, once in the classroom they suddenly realize that all is not what they were taught in
their pre-service teacher training program and reality finally sets in.
This situation is typical for most NQTs (Newly Qualified Teachers), they want to inspire
learning and make a difference in each learners life, yet it is all they can do to survive, more or
less follow the institutions study program and keep some semblance of order in their
classrooms. Why didnt all of the information provided in their initial teacher training program
help them to deal with the complexities they now face? Why dont young learners or adults
respond as effortlessly and as predictably as they did in theory? How is a NQT supposed to
deal with the difficulties and challenges she faces in a real classroom setting on a daily basis?
Why is teaching English as a Foreign Language so complex and stressful?
How does a NQT learn to find enough time and energy to juggle:

students learning needs,

integrate subject matter,

evaluate each learner,

handle difficult students, parents and school administrators,

address the schools policies and endless paperwork, and,

be able to successfully teach?

In spite of successfully completing a teacher training program, learning to cope with these
issues effectively has proven to be a difficult process for a great number of students in the
BEd in ELT (Licenciatura en Enseanza del Ingls: LEI) Program at the UNACH
(Universidad Autonoma de Chiapas: Autonomous University of Chiapas.) in Mexico.
Preliminary results from the Language Schools follow-up studies project have provided
evidence that LEI NQTs, especially those who enter the workforce for the first time in their
lives, require assistance with their teaching practice, especially in the areas of language teaching

methodology, class management, adapting to the unique school culture which exists in each
institution and dealing with school administrators and parents.
It is my belief that there is therefore a great need in my community to prepare future teachers
with a bridge between being students of teaching to becoming teachers of students in the form
of a support network. In this study I wish to investigate the value of providing asynchronous
online support to newly graduated EFL teachers in Chiapas, Mexico, as they try to overcome
the difficulty of transition from pre-service teacher training to working life, school life and
classroom life. The following study addresses these concerns by reporting on my experiences
of attempting to provide NQTs with the opportunity to interact and communicate
electronically through an on-line discussion forum with colleagues from the three graduating
classes which have successfully completed their studies at the Tuxtla Gutierrez Language
Schools LEI teacher training program between 2002 and 2004. The main aim is to explore the
use of a forum as a means of helping NQTs gain confidence in their ability to become more
effective educators. The development of such an electronic learning community may allow
these NQTs to openly discuss and address issues which concern them in this complex
transition. This investigation explores my experiences setting up an ADF, encouraging NQTs
to participate in and the computer- mediated communications in which participants engaged
during a six-month trial period. It also explores the advantages and disadvantages of using this
type of virtual support as well as the reasons why many potential participants did not become
involved in the use of the ADF.
In Chapter One I will focus on exploring the current LEI situation and address the issues of
why NQTs are experiencing problems in schools. This chapter examines the lack of field
experience and the cultures of schools where NQTs initiate their professional careers and
discusses the reformed teacher training program, finalizing with possible solutions to assist
alumni who studied the flawed ITT program. In Chapter Two I will address the possible
alternatives to help provide support for these struggling educators and propose the
establishment of an ADF support network. In Chapter Three I will explore my experience of
setting up and maintaining an ADF during a six-month trial period. Significant incidents,
successes and failures and what I have learned throughout this experience will also be
discussed. Finally, in Chapter Four, I will discuss the implications for the future of the LEI

ADF. The issues of implementing the use of the ADF in ITT to help foster the development
of reflective practices so that NQTs will feel comfortable using it for CPD will also be
explored. I will conclude this study with personal reflections about what I have learned in this
study.

10

CHAPTER ONE
TROUBLED TRANSITION

Introduction
Teaching learners and inspiring them to learn and to want to continue learning is the main aim
of all teachers. To achieve this successfully it is necessary to recognize the importance of
providing NQTs with an opportunity to bridge the current gap between alumni pre-service
teacher training program and the reality they face once they begin their professional careers.
This study is an attempt to address the need for providing a follow-up support network for
NQTs which helps new teachers become the best teachers which they can be through the use
of an asynchronous discussion forum and peer support.
In Chapter One I will explore the difficulties which LEI alumni experience as they make the
transition from being students of teaching to being teachers of students. I will begin by
exploring the current LEI situation based on the findings of the Tuxtla Language Schools
follow-up studies committee which has discovered that the current pre-service teacher training
program is not appropriately preparing newly graduated teachers to face the challenges they
encounter one they enter the workplace. I will continue by exploring how the cultures of the
Tuxtla Language School and the cultures of the schools where NQTs begin their professional
careers have an impact on NQTs performance in the classroom. This study continues with an
exploration of the recently redesigned ITT curriculum which will hopefully begin in August
2006 and how it attempts to remedy the situation at the UNACH. Finally, I will explore
NQTs needs and the possible solutions which may help address the difficulties which these
novice educators, who are the product of a flawed ITT program, are currently facing.

1. THE LEI TEACHER TRAINING PROGRAM

The Licenciatura en Enseanza del Ingles (LEI) was opened in 1999 at the Autonomous University
of Chiapas (UNACH) to train potential EFL Teachers. Most student-teachers attend seven
hours of instruction on a daily basis and will have obtained 350 credits upon completion of the
current eight semester study plan (Appendix 1). In the following section of this study I will

11

discuss the results of follow-up studies conducted in 2003 which have led me to believe that
NQTs in my community are often frustrated, exhausted and discouraged once they leave the
training room and enter the classroom. Many struggle with competing demands on their time
and energy as they attempt to maintain their professional knowledge and expertise as educators
and feel that the LEI program is divorced from the realities of teaching in Mexican schools.

1.1.

Follow-Up Studies of the Current LEI Program

Historically, the study of follow-up has been synonymous with the study of teacher
development since NQTs often feel overwhelmed and unsure of themselves because of the
wide range of demands on their time and skills once they begin their teaching careers. These
studiesare potential vehicles for monitoring program quality and ensuring that the
professional preparation of teachers is responsive to the evolving needs of society. (Ayers
1988, Holste and Matthews 1993, in Delaney 1995:2)
Currently, Mexican University Education is facing a variety of challenges due to the fact that
there is an increased demand for quality college education at the same time that the educational
budget is now more limited than ever. (Solana 1999:9) Recently, most universities in Mexico
are undergoing accreditation quality assessment studies by the CIEES (Comites Interinstitucionales
de Evaluacion de la Educacion Superior: Interinstitutional Evaluation Committees). One of the
requisites for achieving accreditation and thus being able to receive funds for the Tuxtla
Gutierrez Language School includes implementing follow-up study programs.
However, the ANUIES (Associacin Nacional de Universidades e Instituciones de Educacin Superior:
National Association of Universities and Institutions of Higher Learning in Mexico) cautions
that follow-up studies in Mexico are still in their infancy and warns that the few studies that do
exist may not be up to date or reliable. In addition, financial resources for this type of study are
limited which affects the final outcome. (Fresan-Orozco undated: on-line) Taking all of the
above information into consideration, the academic body of the Tuxtla Language School
developed the following objectives for the LEI follow-up studies program. These include:

12

1. Keeping track of alumni by gathering personal and professional information.

2. Exploring alumnis experiences as NQTs.
3. Exploring employers perceptions of NQTs on-the-job performance.
4. Evaluating the existing teacher training program to analyze feedback for consideration
in curriculum redesign.
5. Offering a support system to help make NQTs transition from ITT to service
teaching as painless as possible.
6. Offering beginning teachers opportunities for CPD (Continuous Professional
Development) and job placement.
Thus, a follow-up study program was initiated at the Tuxtla Gutierrez Language School of the
Autonomous University of Chiapas, Mexico in January 2003. Preliminary data obtained from
initial follow-up studies has identified the following problems:

Incoherence between the educational curriculum and NQTs needs.

Limited field experience during ITT does not prepare alumni to deal effectively with
the reality of teaching in Mexican schools.

A great number of alumni fail to remain in contact with the Tuxtla Language School
once they are gainfully employed. As a consequence, much of the follow-up studies
data is outdated and not continuous.

There is currently no support network in place to ease alumnis transition from being
teacher-in-training to being teacher-in-charge.

The individualistic culture of the schools where NQTs first find employment provides
no real support for novice educators.

Evidence of some of these issues includes the fact that many NQTs have admitted that they
feel that they are on their own once they enter schools as novice educators. Colleagues are
often resentful of helping NQTs learn the ropes and are often not very cooperative, finding
fault with many of their practices. Regarding the issue of losing track of alumni, numerous emails are frequently sent out with job offers and newsletters; however, a great number are
often sent back marked failure of delivery. In the following section I will address some of the

13

difficulties the follow-up study committee has identified many NQTs from the LEI teacher
training program have been experiencing.
1.1.1.

LEI Novice Teacher Difficulties

Despite having successfully completed the LEI program, many NQTs face enormous
challenges as they enter their first classrooms and struggle to manage working life, school life
and classroom life. Greene (2005:11) points out that
Learning to teach is not completed at the end of a pre-service
programteaching is a reciprocal process, situated in practice,
interacting with the context of the learning, the community, the culture,
the students, and all the surrounding environs.
Since teaching is more an art than a science, it is a demanding experience. Therefore, great care
needs to be paid to provide trainees with practical experience in real life contexts during ITT
so that they can learn to deal with these situations effectively. In addition, teacher trainers or
mentors need to guide student-teachers through this process to promote reflective practices.
Upon interviewing four novice teachers from the different graduating classes at the Tuxtla
Language School I was able to identify some of the main difficulties which NQTs are
experiencing in my community. They shared the following concerns with me: (Names have been
changed to protect alumnis privacy.)
Lupita from the graduating class of 2002 commented:
Since the LEI had very limited school based experience [mainly in the Language department of
the University with groups of less than twenty young adult students]when I started work in a
public secondary school I was shocked to see that I had over fifty learners in a single group! How
was I supposed to handle that?
Diego from the graduating class of 2003 shared the following:
How can I handle classroom discipline? Its hard to control a roomful of fresas [stuck-up
rich Mexican teenagers] and keep them interested in the English lesson, especially before
the bell is rung for recess. In addition, [school administrators] expect me to fill out tons
of paperwork. How do they expect me to find the time to prepare materials, teach, grade and
do that too?

14

Elisa from the graduating class of 2003 tearfully admitted:

The only job I could find was as a first grade English teacher in a private school. I never
received formal training on how to teach six-year olds. I cant teach themthey only
want to play and fool around because they are hot, tired and hungry since my class is the
last of the day [from 12:30 to 2:00 pm.] How did I get stuck with this awful group? ...
A mother has already yelled at me and its only my second week on the job. What am I
doing here?

Alejandra from the graduating class of 2004 informally told me:

I walked into the classroom on my first day of teaching 11 th grade High-School students and
they couldnt believe I was the English teacher. They said I was too young and that it had to
be a joke . They questioned my credibility.
These observations provide evidence of a variety of issues which challenge beginning teachers.
The picture that emerges from this brief analysis is that a great number of NQTs from the LEI
program sometimes feel anxious, disempowered and overwhelmed with the task that faces
them as novice EFL teachers. Zeichner (1992) (in Greene 2003:4) states that a great number
of novice educators have difficulty applying the theoretical concepts learned in teacher
education programs to actual practice. This appears to be the case for the great majority of
the sixty-five NQTs who graduated from the Tuxtla LEI Teacher Training Program between
2002 and 2004. In addition, in many schools there is virtually no support network in place to
assist NQTs once they enter the workforce. Fulton et al (2005: on-line) point out that it is not
uncommon in many educational institutions that [A great number of] new teachers are left
on their own, without guidance from the school to help them understand what or how to
teach.
In the following section I will explore the most significant issues which appear to affect NQTs
on-the-job performance when they first enter schools.

15

The Apprenticeship of Observation, Washout Effect and Reality Shock

Most prospective teachers enter teacher training programs with an assortment of personal
theories about teaching learning and learning to teach, grounded in their prior experiences,
which tend to shape their practice, namely the apprenticeship of observation. These
implicit theories are extremely resilient and powerful and tend to dismiss what they learn in the
training room. (John 1996:105) These images of teachers, teaching styles and learning
processes have been shaped by what they have witnessed as learners themselves, resulting in
the development of assumptions, expectations and schemata about teaching and learning
which are often unconscious and unquestioned; these basic assumptions then shape their
ability to absorb new models of teaching, adopt different attitudes or behave in fresh ways.
(Lortie 1975 in John 1996:91) Hence, what student-teachers learn about teaching is intuitive
and imitative rather than explicit and analytical; it is based on individual personalities rather
than pedagogical principles. Thus, student teachers end up using a mixture of approaches
and styles culled from their own experiences as pupils. (Ross 1987, in John: 1996: 92)
As teacher trainers we must help alumni to enquire about the nature of teaching and learning,
both contextually and socially. They must be provided with opportunities to experiment with
new and different teaching and learning styles to explore practice. (John 1996: 103) Some
researchers (Zeichner 1981, Veenman 1984, Gold 1996, in Stroot et al 1998) have explored the
feelings novice teachers first experience when they step into the classroom and realize that
things are very different from what was learned in the training room. According to Zeichner
(1981 in Stroot et al 1998: on-line) there is a washout effect whereby the impact of ITT
diminishes as beginning teachers struggle to survive the complexities of classroom life.
Veenman (1984, in Stroot et al 1998: on-line) defines a similar concept, that of reality

shock as the collapse of the missionary ideals formed during teacher training by the harsh
and rude reality of everyday classroom life."
Thus, this washout effect appears to be related to student-teachers own school experience
which is apparently related to the power of the apprenticeship to guide and control what
student teachers take from courses of initial training.(John 1996:92) Kagan (1992:142) states
that for professional growth to occur, prior beliefs and images have to be modified and

16

reconstructed. Student teachers must be encouraged to collaborate in planning and

execution of lessons, in the construction of materials and resources and in general reflection
to develop a view that teaching is a matter of creative teamwork where collaboration is not
only a focus for... [challenging their] existing beliefs but also a process for creating new ones.
(John 1996:104)
To sum up, the reality of the classroom rarely conforms to novices expectations or images.
NQTs graduate from teacher training college ready to go out into the world and make a
difference, instead most confront pupils who have little academic motivation and interest and
have a tendency to misbehave. Quickly disillusioned and possessing inadequate procedural
knowledge, novices tend to become increasingly authoritarian and custodial. Obsessed with
class control, their classes begin to center more on lockstep methods to control misbehavior
instead of concentrating on student learning. (Kagan 1992:145) Furthermore, a great number
of NQTs voice concerns about having to cover the predetermined curriculum at a
predefined pace that does not allow them to consider each student as an individual. This is
stressful, especially in the case of inexperienced educators who are also coming to terms with
adapting to working life and school life. It is my belief that some of these concerns could have
been resolved if the LEI teacher training program had provided more practical experience. In
the following section of this study I will explore the lack of field experience and how it affects
NQTs performance once they enter the classroom.

1.2. Lack of Sufficient Field Experience in the Current LEI Program

The current LEI program does not provide trainees with enough practical knowledge to
successfully deal with the challenges they face one they leave the training room for the
classroom. Marland (1997:6) states that practical knowledge is the knowledge that is derived
by or shaped by practice. [it can] be derived in at least two ways from experience and
thoughtful reflection on that experience; and from experience involving the thoughtful use of
scientific knowledge in practical situations. As a result, trainees require opportunities to
develop their craft and find ways to respond flexibly, skillfully and professionally to the
idiosyncratic needs of particular learners in particular classrooms and involves some type of
reflection on practice. (Marland 1997:5)
17

Bax (1997:238) suggests that as trainers [our] aim [should be] to show trainees what is
ahead of them by increasing their awareness of classroom complexities. For Kontra (1997:
244), training involves trying to open up trainees thinking and helping them to find, articulate,
and develop their own teaching theory, and the methods and techniques which match it. Urs
thoughts are similar since she points out that the preparation of professional teachers should
be based on the development of a theory of action. Teachers need to know the tricks of their
trade, but they also need to know why they do what they do. (1992: 56)
It is a great pity that the current LEI program provides few opportunities for student-teachers
to practice their craft. The few which exist are mainly through peer teaching, micro-teaching
and lesson planning. Bolitho (1995, in Kontra 1997: 246) suggests that training should:

Raise awareness of trainees inner values and beliefs and initiate their development.

Pass on the craft and initiate its application within the framework of the trainees inner
values and beliefs.

Induce in the trainee a never-ending process of thinking, questioning, challenging, and

changing.

Simpson (2000:7) states that if there is no chance to practice skills and techniques, personal
theories of teaching can not develop and there is no chance to test theories against experience
as there is so little chance for teaching. This is the case of the current LEI program where on
average, student teachers were fortunate if they were provided with the opportunity to teach at
least one class per semester in an authentic school situation with real learners and be provided
with helpful feedback from their teacher trainer. Due to the difficulties of logistics and of
establishing agreements with local schools, most alumni only receive the opportunity to do
microteaching or simulated teaching for their classmates. Thus, pre-service teachers at the
UNACH have few opportunities to link theory to practice while they are studying at the
university. In addition, they require the support of an experienced teacher to help them to
reflect upon their practicum and identify alternatives to their teaching practice and help walk
them through the difficulties they may encounter.

18

Therefore, after analyzing this situation, the Academic Body of the Language School
determined that it was necessary to reform the current teacher training program. In the
following section I will explore this issue more deeply.

1.3. Need for Redesigning the Curriculum

As was mentioned previously, follow-up studies of the current study program (Appendix 1)
demonstrated the need to redesign the curriculum with the main purpose of adding more
practical components. To accomplish this it was necessary to take into consideration the types
of professional knowledge which alumni require to become effective EFL teachers. Lai
(2003:6) refers to Erauts (1994) three types of professional knowledge which are:
1. Propositional Knowledge (what a professional should know within her field such as
foundation, pedagogic and subject knowledge)
2. Process Knowledge (what a professional should do professional teaching and
ethical guidelines)
3. Personal Knowledge (what a professional actually learns during professional practice
from her experience in different contexts or situations)
Thus, the teacher training program requires developing student-teachers personal knowledge
which is an ongoing learning and developing process which changes according to contexts and
audiences. (Lai 2003:6) These three types of knowledge are continuously interacting and
interdependent on each other which is similar to what Ur (1992:56) refers to as each teachers
unique theory in and on practice. However, the current LEI program is mainly based on
propositional knowledge with a lesser degree of process knowledge. Lai (2003:8) suggests that
ITT should be an integrative knowledge-making process whereby student-teachers are
provided with ample ongoing practice opportunities to try and test what is being learned which
is not only a practicum for them but also an experience for them to develop their personal
knowledge, dynamic and amoebic, as appropriate to students, environments and conditions
[in an attempt to provide opportunities for self-understanding, self-discovery and reflection in
a context-sensitive atmosphere.]

19

However, Bax (1997:34) points out that in [a] context sensitive approach to teacher
education, it will never be possible for a teacher-trainer to prepare trainees for all the contexts
in which they work now or in the future. In addition, emphasis should be placed on learners
integrating new ideas into their own experience in a creative and constructive way, instead of
merely receiving ideas. Unfortunately, in the current UNACH pre-service program this
appears to be the case, alumni receive very limited practical opportunities to apply the concepts
they have learned in the training room to that of real learning contexts and thus link theory to
practice. Given that the more field experience trainees receive, the better equipped they will be
to handle the difficulties they face in the classroom once they initiate their professional careers,
it is thus necessary to increase the amount of practicum opportunities in the LEI.
Furthermore, Britten (1985:226) recommends that ITT progressively include practice teaching
opportunities that move from in-college theoretical courses to external teaching practice. This
progression usually moves from skill-specific micro-lessons for peers, team teaching and so on
to normal class teaching in outside teaching practice.(Gower and Walters 1983 in Britten
1985:226) It is recommended that outside teaching practice be practiced more or less [on
a fulltime basis] over an extended period of time, providing the nearest possible approach to
the trainees future working conditions. (Brumfit 1979 in Britten 1985:230) Block practice
(different class types and levels) or part-time practice (distributed) are the options for this
component of ITT which aims to provide trainees with opportunities to develop their
teaching and planning skills, attitude development and role socialization, self-evaluation and
other reactive skills, and a gain in teaching effectiveness and to develop [student teachers]
individual teaching style. (Hurst 1982, Gower and Waters 1983 in Britten 1985:230)
Below, in Figure 1, I illustrate the practical field experience differences between the current
teacher training program and the new program the Tuxtla Language School hopes to begin this
fall term. (For more information see Appendixes 1: Current LEI Teacher Training Study
Program and Appendix 2: Comparisons between Current LEI Program and the Redesigned
Program)

20

The Current LEI Program

The New LEI Program

Limited Field Experience

(at most once a semester depending on the
teacher trainer.) In the 4th semester 1
practicum each for teaching
Grammar/Vocabulary & Functions and
Teaching Reading Comprehension; in 5th
semester 1 practicum for Teaching Writing
and 1 for teaching speaking skills are
marked in the ITT program. (total of 4
hrs/ITT)

Mentoring Program
From the 3rd 6th semesters student-teachers
will initiate a mentoring program and will
accompany an in-service teacher for three
consecutive days for awareness raising
purposes. (total of at least 108 hrs/ITT)

Social Service
Most student-teachers fulfill their 480 hour
social service requirement in local public
schools during the 7th semester of ITT at
the same time that they study 6 academic
subjects. They receive no guidance or
support.

Social Service Under Mentor Guidance

During the 8th semester student-teachers will
complete their 480 hour social service
requirement in public schools throughout
the state, under the guidance of a mentor.

Practicum Component
(Teaching practice, Observation 1 &
2; Microteaching )
(total of 13 hours/week for each)

Practicum Component
(Teaching the skills/Teaching Practice
and Observation/Social Service)
(total of 42 hours per week)
Teaching Practice in 6th semester with 40
hours practice/semester as a teachers
assistant, and, Teaching Practice Workshop
in 7th semester with 6 hours of study/week;
plus 360 hours of teaching practice to fulfill
the Social Service requirement will be
conducted in public schools throughout the
state.

No Standardized Reflective Component

Currently some teacher trainers are
attempting to create an awareness of and to
develop reflective practices through the use
of portfolios but it is not specified in the
LEI program.

Reflective Component
A great majority of subjects require reflection
as part of the evaluation criteria. This is stated
as portfolio assessment in the new
curriculum.

Figure 1: Current LEI Program Practicum Opportunities Compared with those of the
New Program

21

As can be observed, the changes in the new program include much more field experience
under the guidance of a teacher trainer or a mentor. Another major difference is that the
teacher training program will increase from an eight semester program to a nine semester
program. In the current program alumni are permitted to fulfill their 480 hour social service
requirement starting in the seventh semester; at the same time that they are studying six
academic subjects, which can be very challenging. In the new program, the eighth semester will
be dedicated exclusively to this pursuit, thus allowing alumni to reflect more effectively in and
on practice, as well as teach in public schools across the state of Chiapas.
In the new program there is evidence of an effort to link theory to practice through reflective
practices such as long term observation opportunities, experiential learning and the use of
learning portfolios. Hopefully this new approach will allow student teachers to more effectively
develop their theories in and on practice. This program is set to begin in August 2006 and will
continue for nine semesters, initiating with the 13 th cohort of the Tuxtla Language School.
However, this new design is beneficial for future alumni, but how can we assist the alumni of
the current program? Given that. the current program is flawed and does not
appropriately prepare alumni for the reality of teaching in Mexican schools, how may
we address NQTs needs based on the fact that they received limited field experience
and that the culture of the schools where they begin their careers is not very
supportive? In each school, beginning teachers will have to adapt to the way things

are done there since each school culture is situationally unique and is shaped by its
history, context, and members. In the following section of this study I will explore the
concept of school cultures more deeply and how these may make the transition from
the training room to the classroom even more troubling for NQTs.

1.4

The Culture of Mexican Schools

According to Hargreaves (1994: 165), cultures of teaching comprise beliefs, values,

habits and assumed ways of doing things among communities of teachers who have to
deal with similar demands and constraints over many years. Thus, teaching cultures

22

involve dealing with colleagues, school administrators, parents and students. This
author considers that there are four broad forms of teacher culture:
1. Individualism (the teacher is on her own)
2. Collaboration (which is spontaneous , voluntary, development oriented and
ideally takes teacher development beyond personal, idiosyncratic reflection
or dependence [ upon] outside experts to the point where teachers can learn
from each other, sharing and developing their expertise together, [as well as
leading] to a greater readiness to experiment and take risks , and with it a
commitment to continuous improvement.)
3. Contrived collegiality (administratively imposed, compulsory, time and space
bound and implementation oriented)
4. Balkanization (teachers become divided into separate isolated groups within
the school community as is the case of EFL teachers, NQTs, secondary
teachers, etc.)
(Hargreaves 1994::166, 189, 194, 196)
It is an unfortunate fact that a great number of teachers in Mexico teach in isolation,
separated from their colleagues. In the case of the few opportunities in which teachers
do work collaboratively, it is usually a case of contrived collegiality and [tends] to be
around materials, discipline and individual student problems rather than about
curriculum goals, teaching behavior or classroom learning. (Little 1990 and Lortie
1975, in Hargreaves 1999:8) Thus, there is a lack of professional dialogue that might
cause teachers to reflect on and reshape their practice in ways that would serve
students better.(Little 1990, in Hargreaves 1999:9)
Feiman-Nemser and Floden (1986: 505 -6) state that many teachers are reluctant to
request help or to offer guidance without being asked [since] the norm of
noninterference [usually exists] in a system where shared problem solving rarely
occurs and teachers are expected to work things out on their own. These authors
suggest that teaching cultures are embodied in the work-related beliefs and the
knowledge teachers share beliefs about appropriate ways of acting on the job and

23

rewarding aspects of teaching, and knowledge that enables teachers to work.

(Feiman-Nemser and Floden 1986:508)

LEI alumni study in a very supportive atmosphere at the Tuxtla Language School,
where the total alumni population is below 200. Student-teachers receive a great deal of
assistance from teacher trainers; in addition, each student is assigned a tutor who acts
as a guidance councilor. However, once they leave the university most NQTs jump
from a warm caring environment to that of the non-nurturing schools where they find
their first teaching positions; this can be traumatic.
When these novice educators attempt to put into practice many of the innovative
practices which they learned in the LEI program, I have found that they quickly
become discouraged and submit to peer pressure to conform and revert to
traditional ways of teaching to not upset the status quo since it is common for NQTs
to learn their views from other teachers. [since] the novice imitates other teachers
and learns from them about the acceptability of different ways of acting. (FeimanNemser and Floden 1986:520) In effect, NQTs quickly learn that is not how we do

things here from colleagues. Thus, the culture of a school can be absorbing.
Furthermore, dealing with school administrators and parents can be very stressful,
especially in the case of private schools in Mexico where the problems seem to be
greatest with young learners where, due to the fact that parents pay tuition, they feel
that they have a right to comment and pass judgment on teachers performance. When
dealing with parents, teachers see the ideal relationship as one in which the
parents support teacher practices, carry out teacher requests, and do not attempt to
interfere with teacher plans. (Lightfoot, 1978; Lortie, 1975; McPherson, 1972, in
Feiman-Nemser and Floden 1986: 509). However, in Mexico a great number of parents,
especially stay at home mothers of learners in private schools, do not play such a
passive role and may be considered meddlesome. In the case of NQTs these parents
may make more demands on novice educators than the students themselves.
In regard to relationships with school administrators, most teachers want little
interference [especially in regard to their individual practices, yet] they wish

24

[administrators] would act as buffers between them and district administrators,

parents, and other community members. (Biklen 1983, in Feiman-Nemser and Floden
1986: 509). However, in the authoritarian atmosphere of the majority of Mexican
schools, administrative staff is usually not very supportive and expect NQTs to comply
with the same administrative duties as more experienced faculty. As a consequence of
all of the above, many Mexican educators feel threatened by both administrators and
parents who may be critical; in the case of NQTs this situation may be extremely
stressful since they are struggling to survive as well as dealing with feelings of
inadequacy.
Moreover, once they complete their teacher training program at the University, most
alumni quickly become so immersed in their own personal agenda that they soon lose
touch with the UNACH language school and classmates. As a result, these
inexperienced beginning teachers often find themselves teaching with virtually no
support network, neither from their workplace nor from the University. Thus, what is
needed is guidance for NQTs to adapt to each new school culture to be able to
perform their job to the best of their abilities. In the following section I will address the
need for more collaborative support amongst teachers to improve their professional
practices.
1.4.1. Collaborative Teaching Cultures
Teachers should not work in isolation; they require opportunities to interact with other
practitioners to enrich their teaching practices and to explore alternatives to what they
do in the classroom. Hargreaves (1999:11) refers to the concept of collaborative
teaching cultures which may help experienced teachers to improve their practices.
This author identifies key factors for the usefulness of collaborative teaching cultures
in professional development since they allow teachers to:

Keep up with the changes in what teachers are expected to teach,

Determine the selection of teaching strategies to be implemented depending on

the needs of students in specific contexts,
25

Deal with social work such as the responsibilities associated with learning
and discipline problems,

Integrate special needs students into ordinary classrooms, which most teachers
are not equipped to handle, requiring more work for already overworked
educators.

Thus, cultures of collaboration are an essential part of effective teaching practices

whereby when this collaboration extends beyond [just] talk into practice and joint
work among teachers, when the ties between teachers are strong and professionally
meaningful, then the benefits are likely to be especially positive. (Little 1990 in
Hargreaves 1999:12) McLaughlin (1997 in Hargreaves 1999:12) states that like
students, teachers learn by doing, reading and reflecting, collaborating with other
teachers looking closely at students and their work, and sharing what they see . In the
following section I will explore how these cultures of collaboration may be beneficial to
assist NQTs to deal with the complexities they face when they first enter schools and
classrooms.

1.5

Possible Solutions to Provide Support for LEI NQTs

Since practitioners need to understand the complexity, artistry and demandingness of

classroom teaching, (Clark 1998, in Tom and Valli 1990:380) and pre-service teachers
personal theories [should have been] tested against experience that [encouraged]
the development of reflective skills [but unfortunately were not in the existing ITT
program,] when pre-service teachers finally enter the classroom they feel that the
university has failed [them.] (Simpson 2000:7) This emotion of informed

pessimism (Brandes and Ginness 1989, in Simpson 2000:8) is typical for most of the
LEI students. Most trainees end up abandoning what they learned in ITT and focus
on their survival in an educational culture that [is] countervailing to their course,
and center [more] on their role relationship with students and in covering a prescribed

26

amount of course content, [thus,] teachers need basic classroom control to survive.
(Simpson 2000:8)
In the following figure I compare Odel and Hulings (1998:68) novice support needs
with the situation which exists for LEI students in the current teacher training
program:

Current Situation of Alumni in the LEI

Novice Teachers Support Needs

(After Odel and Huling 1998:68)
Quality preparation programs that
incorporate a variety of field experiences.

Theoretical based teacher training program

which incorporates very limited field
experiences.

Reasonable assignments in school contexts

that support and facilitate teacher growth.

NQTs take any convenient job available; in

most institutions they are left on their own
to sink or swim.

Systematic induction support that includes a

variety of supportive components.

Virtually no support network in place from

the teacher training college (UNACH) and
very limited support from schools.

Clearly communicated expectations about

what constitutes quality teaching.

No clear specifications from each

institution about what is expected of their
on the job performance.

Teacher assessment procedures and

measures that are consistent with the
developmental nature of learning to teach.

Most assessment procedures are evaluative

and not developmental. CPD is not
common.

Integrating new practitioners into a school

community and school culture that supports
CPD.

Most Mexican schools have no induction

program for new practitioners into the
school community or school culture,
opportunities for CPD are limited.

27

Figure 2: Novice Teachers Support Needs Compared to What LEI Teachers Receive
To better prepare NQTs to cope with this situation it is necessary to implement some
type of support or mentoring system. Fullan and Stiegelbauer (1991:301,304) suggest
that induction programs, that is, deliberate support programs for teachers[ as they]
struggle for survival. are useful to help NQTs cope with the difficulties of the
transition period into teaching where they may encounter the sink or swim
individualism characteristic of traditional schools cultures or the inbuilt support of
collaborative work cultures. In Chapter Two I will explore these concepts more
thoroughly.

Summary
This chapter has been valuable to understand the context of this study. It began by exploring
the follow-up studies which have been conducted at the Tuxtla Language School of the current
LEI program, continued with an analysis of the troubles which LEI novice teachers are
experiencing in their transition from being students of teaching to becoming teachers of
students and the current teacher training program. The need for redesigning the curriculum
followed with an emphasis on how important a practical component is in ITT. Finally, this
chapter ended with an exploration into the concepts of school cultures. As a result, the case
was made for the need for a support network for graduates of the current LEI program since
the UNACH did not fully prepare alumni to effectively deal with the complexities they face in
adapting to work life, school life, and the classroom. In Chapter Two I will explore the
different possibilities available to provide support for NQTs.

28

CHAPTER TWO
EXPLORING THE POSSIBILITIES OF SUPPORT FOR NQTS

Introduction
In Chapter One I examined the difficulties NQTs of the LEI program faced once they leave
the University and enter classrooms. The failure of the teacher training program to adequately
prepare students and the cultures of schools where they begin their professional careers were
identified as the key issues. Thus, NQTs require a support system to be able to successfully
face the complexities they face in the transition from pre-service to service teaching. Chapter
Two explores the possibilities of support which may be provided to novice educators. I begin
the chapter by examining NQTs needs for support, followed by a discussion of the concept of
learning communities and the use of asynchronous discussion forums in the creation of an
anytime, anywhere support facility. Finally, I examine the advantages and disadvantages of
using electronic learning communities in an effort to enhance NQTs learning experiences in
my community.

2.

NQTS Priorities

In Chiapas, students of the LEI program study a teacher training program at the university,
and then are directly employed as EFL teachers. We assume that these novice teachers enter
the classroom with a suitcase of knowledge and skills needed to teach and then spend their
careers unpacking and perhaps rearranging the contents of this suitcase. (Odel and Huling
1998:67) Unfortunately, it is a sad fact that most novice teachers struggle with virtually all
aspects of teaching (i.e. classroom management, knowledge of the curriculum, instructional
practices, adapting to the school culture, dealing with school administrators and parents, and,
filling out paperwork). Putz (1992) classified beginning teacher priorities into four categories:
teaching, planning, relationship and other concerns. Figure 3 compares these with the priorities
of LEI NQTs at the UNACH:

29

Priorities According to Putz (1992)

Priorities for LEI NQTs

Teaching concerns (i.e. class management,

student motivation and participation, evaluation
and accommodating individual differences
among students.)

Due to the large size of groups in Mexico (i.e. up to

50 students per class) class management is a crucial
issue.
The limited practical content of LEI program does
not adequately prepare student teachers for real life
situations in most Mexican schools.
Students in the majority of Mexican schools are
mixed ability per classroom which exerts
enormous pressure on beginning teachers.

Planning concerns (inadequate amounts of

planning time, scheduling time to deal with
workload, locating resources)

Quantity vs Quality: Teachers are chambistas in

Mexico (i.e. many teachers work at two or three
schools to survive economically).
As a consequence, novices are overburdened and
have little available time for reflection, planning or
locating and designing teaching resources.

Relationship concerns ( dealing with school

authorities, colleagues, parents and personal
relationships)

Authoritarian administrative attitudes which provide

limited support to novices and demand that they do
the job as effectively as experienced teachers.
Mexican parents judgmental attitude when dealing
with their childs academic problems.
Professional envy may limit the support more
experienced colleagues provide especially in an
individualistic culture such as exists in Mexico.
Personal problems with spouse and family when
teacher is too busy with workload.

Other concerns (school policies, academic

goals, personal concerns such as the lack of
repertoire of instructional approaches, and the
lack of familiarity with textbooks and resources
to be used as well as the exhaustion associated
with teaching, assuming the role of a teacher,
and applying theory to practice.)

NQTs had few opportunities for field experience in

the LEI program, which limits their teaching skills.
Initiating a career with the adjacent responsibilities
and obligations this implies may be challenging for
many young inexperienced novice educators.
Adapting to the unique school culture may be
stressful and confusing since Mexicans are not
typically team players.
Filling out the endless paperwork which is a
requisite in Mexico (dosification, status reports,
report cards, etc.) is stressful and time-consuming.

Figure 3: Putz Beginning Teacher Priorities (1992) Compared to those of LEI NQTs

30

As a consequence, novices often struggle with the complexities and contradictions of teaching
within the isolated, individualistic culture of schools, (Rogers and Babinski 1999: on-line)
where it is not common for colleagues to discuss teaching and what goes on in the
classroom. (Lieberman and Miller 1984, in Rogers and Babinski 1999 on-line), resulting in
most beginning teachers experiencing a sense of isolation, discouragement and fear of asking
more experienced colleagues for support since they do not want to appear incompetent. Who
then may provide this type of assistance to struggling NQTs? In the following section I will
address this issue.

2.1.

Support for NQTS

According to Moore Johnson et al (2001: online) a great number of new teachers report
receiving little guidance about what to teach or how to teach it when they are newly
employed. These authors explore how novice teachers struggle managing a classroom,
choosing or creating curriculum, developing sound instructional strategies, accurately assessing
student understanding, and adjusting to student needs. They address the need for new teachers
to receive time and support to develop the necessary knowledge and skills to become
successful educators since neither the structures nor cultures of schools seem to be geared
toward their unique needs as novice teachers. This support must be both professional and
personal since novice teachers are often dealing with feelings of vulnerability, inadequacy,
incompetence, discouragement, anxiety and frustration, as they aspire to become effective
teachers.
Stroot et al (1998:on-line) point out that a great number of beginning teachers are not in the
habit of sharing their teaching experiences; most of their available time is spent interacting
with students in classroom settings, which allows limited time for professional interaction with
colleagues. However, they must share ideas and discuss issues with colleagues for who else
can better understand their situation and offer alternatives?
Without input from other professionals about the extent to which [novice
teachers practices] are effective, [NQTs rely on their]limited
experiences to make these judgments. (Stroot et al 1998: online)

31

By not discussing issues with colleagues, novice educators will frequently remain behind closed
doors, resorting to trial-and-error and sink-or-swim methods of learning to teach. (Stroot et
al 1998:on-line) Berliner (in Barry et al 2002: 6) and Odell and Huling (1998: 68) identify five
stages of teacher development:

Novice (characterized by survival and discovery)

Beginner (characterized by experimentation and consolidation)

Competent (characterized by mastery and stabilization)

Proficient (characterized by analysis and deliberation)

Expert (characterized by fluidity and flexibility)

Berliner (2001, in Barry et al 2002:6) suggests that the right kind of teacher support can guide
teachers from the novice stage, when they are relatively inflexible in their teaching routines,
to the expert stage, when they often appear to teach effortlessly and take advantage of new
information, quickly bringing new interpretations and representations of [a classroom]
problem to light. (Barry et al 2002:6) It is my belief that most universities in Chiapas
essentially cut the cord once their graduates leave campus. It is typical for Mexican universities
to concentrate almost exclusively on pre-graduate studies since funds and resources are limited.
However, it is necessary for NQTs to receive some type of assistance when they begin their
professional careers since they often feel frustrated and incompetent when they first enter the
workforce due to the complexities of teaching. This is especially the case of the need for
emotional support. Hargreaves (1998:838) refers to teaching as an emotional practice where
there is a need to be supported by colleagues and [a willingness] to take risks in [order to
improve] their craft. It involves emotional and cognitive understanding grounded in
experiences which people share in common as well as creating conditions where greater
emotional and cognitive) understanding can occur between colleagues [which] should be
an educational priority. As was mentioned in Chapter One, LEI student-teachers transition
from a very supportive and nurturing training program to that of virtually being on their own
to sink or swim.

32

Stansbury and Zimmerman (2002) refer to the need for viewing beginning teacher support as
a continuum, starting with personal and emotional support, expanding to include specific task or problem-related support and, ideally, expanding further to help the newcomer develop a
capacity for critical self-reflection on teaching practice. These authors identify the following
aspects of support:
1

Personal and emotional support to deal with the complexities of initiating their
professional careers.

Task- or problem-focused support to assist beginning teachers to confront specific

problems on a day to day basis.

Critical reflection on teaching practice by identifying a problem and proposing

alternative practices collaboratively.

Thus, critical reflective practices are essential for teachers to develop professionally. Underhill
(1992:76) refers to four cyclical stages in this process:
1

Stage 1 . Unconscious Competence (teachers are not aware of what they are not
doing well.)

Stage 2. Conscious Incompetence (teachers are aware that they are not doing well)

Stage 3. Conscious Competence (teachers become aware that they are teaching more
competently)

Stage 4. Unconscious Competence (new competence becomes second nature)

Most NQTs fluctuate between stage 1 and 2, hence, this is a crucial period for their teacher
development. To be able to develop their teaching expertise they require opportunities to
reflect and make sense of issues. In the company of peers, in an atmosphere of
understanding, honesty, trust and caring it is possible to provide support which may allow
novices to develop their awareness of primary and secondary experiences (what I tell myself
and what others can tell me.) (Underhill 1992:77) McNally and Oberski (2003:70) state that
the very nature of learning to teach - of needing time to come to terms with a bewildering
assortment of interactions, and decisions, of coping with life and work transitions is a very
complex process. In the following section of this study I will address possible responses for
helping novice teachers move forward in their learning continuum.
33

2.1.1.

Mentoring and Induction Programs

Since NQTs are in a vulnerable position, they require professional and emotional support to
successfully deal with this complex stage of their professional careers. These needs may be met
through mentoring and induction programs. Mentoring programs provide new teachers with
a designated support person (the mentor), usually for a year, [whilst] induction is a process
used by schools to train, support, and retain new teachers [and are] highly organized and
comprehensive staff development processes involving many people and components (Wong
2003:24)
According to Nicholls (2002 in Jarvis 2002: 133), mentoring is a nurturing process which
fosters the growth and development of an individual. For Blanford, (2000 in Jarvis 2002:141)
mentoring is a process through which knowledge and understanding, skills and abilities may
be passed on to less experienced practitioners. Huling-Austin (1990) (in Fullan and
Stiegelbauer1991:304) point out that that induction programs typically include the following
goals:

To improve teaching performance.

To promote the personal well-being of beginning teachers by improving teachers

attitudes towards themselves and the profession.

To transmit the culture of the system to beginning teachers.

Putz (1992) points out that in the United States beginning teacher induction programs may
typically include a great deal of field experience in ITT under the tutorship of mentors,
workshop sessions, in-service programs, communications and support networks, and schoolbased assistance and support; with the main aim of providing NQTs with guidance and
orientation during the complex transition into their first teaching jobs. It is unfortunate that in
Mexico these programs are virtually non-existent since they are extremely difficult to set up.
One factor why this is so is finding the funds to provide this type of support, another is
cultural are Mexican teacher trainers prepared to nurture NQTs or do demands on workload,
logistics, ideology and available time for such pursuits limit the feasibility of accomplishing
this type of support in Chiapas?
34

Nonetheless, ideally, universities should provide novice educators with support networks as
they transition from novice educator status to that of becoming expert classroom leaders. With
no support system in place, most NQTs will resort to survival instructional strategies in their
initial years of teaching. These make-do approaches negatively affect student learning and
bypass the opportunity for novices to learn from attempts at good teaching practice. (Barry et
al 2002:5)
The LEI program tends to teach theories and to develop knowing about teaching but is
seriously deficient in consciously linking theory to practice. To help beginning teachers there is
a need to develop successful teaching practices based on case knowledge which NQTs
experience in school settings; the more experience they have, coupled with reflective practices,
the more successfully they will be able to handle the difficulties they encounter on a day to day
basis in a classroom.
As a result, NQTs need to consciously link interpretations of classroom events with their own
personally constructed theories to become what Schn (1983 in .Malderez and Bodoczky 1999:
13) refers to as reflective practitioners. In the following section I will explore this concept further.
2.1.2. According to Nicholls (2002 in Jarvis 2002: 133), mentoring is a nurturing process
which fosters the growth and development of an individual. For Blanford, (2000 in Jarvis
2002:141) mentoring is a process through which knowledge and understanding, skills and
abilities may be passed on to less experienced practitioners.. NQTs theories in and on action
are constantly shifting in a continuum depending on their VABs (values, attitudes and beliefs),
those of their students and the school culture, the educational system and the society where
they live (in this case Mexican culture) which influence their objectives, learning results and the
final outcome. Hence, LEI NQTs behavior, as well as that of their learners, is affected by the
social climate in the classroom, the school and the existing educational system.
In the following figure I illustrate how reflective practices may develop NQTs knowledge,
skills and awareness.

35

NQTs VABs
Ss VABs
Parents VABs
School Culture
Mexican
Educational System
Mexican Culture

NQTs
theory in &
on action

NQTs
Objectives

Outcome

NQTs behavior
Ss behavior &
experience
Social climate

Teachi ng
&
Learning

Results

Figure 4. LEI NQTs Reflection Cycle In and On Practice

(After Handal and Lauvas 1987:107)

In the following section I will examine ways in which institutions may help support NQTs
teacher development.
2.1.3

Institutional Support for Promoting Personal Knowledge

Practicing teachers personal knowledge can be co-constructed through exploration and

questioning. Teacher-learning institutions must provide opportunities to promote and enhance
novice teachers personal knowledge construction to develop competent and resilient NQTs.
It is my belief that developing a facilitive climate for NQTs to share ideas in an empathic, nonjudgmental and supportive manner will foster teacher development and raise colleagues
36

awareness of issues. Nonetheless, it is important to remember that teacher development is

concerned with change and can only be self-initiated, self-directed and self-evaluated
(Underhill 1992:79); beginning educators must achieve it for themselves, although colleagues
may be instrumental in providing the framework for being open to change, developing an
awareness of teaching practices and how they affect learners, colleagues and others and how
these may be realistic for each NQTs context, which is a crucial part of NQTs ongoing
professional development. Underhill (1992:79) refers to this as experiential enquiry whereby
teachers learners and colleagues may provide the trigger for change and development
concerning teaching practices. In the following section I will explore the need for developing
learning communities for NQTs.

2.2.

Developing LEI NQT Learning Communities

Since the 1990s, learning communities have become popular in Continuous Professional
Development. Such development networks are also called collaborative learning communities
(Mercer 1995), or, collaborative groups (Diaz-Maggioli 2003). Their on-line equivalents are
known as virtual communities (Rheingold in Mercer 2000), asynchronous learning networks
(Black 2005) or virtual knowledge communities (Cummings et al 2005), and are widespread in
development organizations.
Burgoyne (1978, in Jarvis 2002:143) refers to the concept of a learning community as a
learning situation where a group of people come together to meet specific and unique learning
needs to share resources and skills. Wenger (1998b: on-line) defines learning communities as:

Groups of people who share a concern, a set of problems, or a passion

about a topic, and who deepen their knowledge and expertise in this
area by interacting on an ongoing basis.
These communities can be successful in providing educators with an opportunity to explore
issues together since their members share many characteristics which allow them to work
collaboratively in an atmosphere of trust and mutual respect. Thus, a learning community is a
place for sharing and creating knowledge collaboratively and develops around things that
matter to people. As a result, their practices reflect the members' own understanding of what is

37

important. Lave and Wenger (1991 in Tzouris undated: 7) describe the term as an activity
system about which participants share understanding concerning what they are doing and what
that means in their lives and for their community.
In setting up a community of learners it is important that members share the following
resources for mutual intellectual activity (After Mercer 2000: 116)

A History ( in this case all NQTs have successfully completed the LEI teacher
training program)

Collective Identity (all define themselves as EFL teachers)

Mutual Obligations (all work as EFL teachers and must manage classes, check
homework, prepare materials, deal with parents and administrators, etc)

A Common Discourse (all share a common specialized language repertoire)

The final outcome of this type of community will ideally be a community that learns rather
than a community of learners. (Tu and McIssac 2000:235) It is my belief that fostering the
development of a learning community enhances professional development through peer
discussion and collaborative support.
According to Heider (2005:on-line), a complete support system for beginning teachers should
ideally include certain characteristics. In the following figure I state my expectations of what I
hope to achieve through this study in comparison to his recommendations:

Ideal Situation (After Heider 2005)

What I hope to achieve with this study

Mentor guidance.

Encourage NQTs to become peer

mentors

Supportive communication from

principal, other administrator, or
department chair at educational
institution.

Encourage novice teachers to provide

supportive communication for each other
online thus developing virtual learning
communities.

Participation in an external network of

Foster involvement in an online novice

38

teachers.

teacher support network with the hope

that it will enrich NQTs personal and
professional lives.

Figure 5: Ideal Teacher Support System in Comparison with My Expectations

with this Pilot-Study
In the absence of a support network by faculty I believe that a peer support network is the
next best thing since alumni are familiar with the problems which colleagues experience. In the
following section I will discuss this possibility in greater detail.

2.3.

Establishing an On-line Peer Support Network

Currently, there appears to be a tendency to take advantage of new technology to address

reflective practices. It is my belief that the use of an asynchronous discussion forum may be a
possible response to address beginning teachers concerns and provide them with an anytime,
anywhere opportunity to share ideas, discuss issues and develop a collaborative support
network; in effect it may serve as a life-raft for struggling NQTs who may feel that they are
drowning. Nonetheless, to construct knowledge Mercer (1995: 77 78) believes it must be
put into words, shared and must frame experience. Education, for this author, is a
developmental process in which earlier experiences provide the foundation for making sense of
later ones (1995:33), and scaffolding, whereby a knowledgeable colleague talks the other
through her actions since [explaining] ideas to someone whatever their relative ability,
is useful because it encourages the development of more explicit, organized distanced kind of
understanding. (Mercer 1995:90) Most of a teachers development occurs in the context of
the classroom through everyday teaching practices, NQTs require contact with mentors, access
to resources, and support from peers and other members of the educational community if they
are to evolve their practice. Co-operative development (Edge 1992:62) is a way of working
together with someone in order to become a better teacher in your own way. It requires a
relationship of trust and confidentiality bound together by respect, empathy and honesty.
Given that currently there is no support network in place at the Tuxtla Gutierrez Language to
ease LEI NQTs transition from pre-service to service teaching in the present program, a

39

viable alternative to a traditional support network may be to provide NQTs with an

opportunity to help each other.
The development of a novice teacher learning community may provide NQTs with a safe
place (Rogers and Babinski 1999:on-line) in which to address their concerns with colleagues
who are most likely going through the same difficulties. Since these may be set up at minimal
cost to the university and allow for peer mentoring they are a feasible alternative to provide a
support network for NQTs from the LEI program.
This study is my attempt to assist novice educators in developing a peer learning community to
support them as they adapt to the complexities of work life, school life and classroom life.
Heron (1974 in Tosey 2002:146 - 151) outlined key principles and implications of peer learning
communities:
1. Personal development (body, mind and spirit)
2. Community interaction (engaging in experiential learning together, participating in
and being exposed to the groups dynamics so that each person shows their
vulnerability and opens themselves to receive the groups support.)
3. Facilitation (active and aware involvement within a structure that cultivates
development)
4. Formal interdependence (participants rely on and work with each other)
5. Power sharing (there is cooperation)
6. Boundary management (a closed community)
7. Critical thinking (reflective practices)
Thus, through the development of a peer learning community novices may achieve teacher
development. In the following sections of this study I will explore the concept of NQT
learning communities.
2.3.1.

NQT Learning Communities

40

Novice teacher learning communities allow groups of beginning teachers to come together for
support and guidance with the aim of discussing or questioning teaching practices. Heider
(2005: on-line), states that a main strength of these communities is that participants are new
teachers who are empathetic to each others problems and concerns. These communities
may be developed in face-to-face discussion groups or through electronic forums.
On-line forums may be an ideal method to provide psychological support offering sympathy
and perspective as well as instruction related support (the nuts and bolts of teaching)
(Stansbury and Zimmerman 2000, in Mutchler undated: on-line) and opportunities for teacher
development (understanding the art and science in pedagogy) to provide support across
geographical boundaries.
The ultimate goal is for the novice teacher to gain independence as ...
[professionals] who [are] empowered to draw from a foundation of
experience-based knowledge and "collective wisdom about good
practice"(Feiman-Nemser, Parker, and Zeichne1990, in Mutchler
undated: on-line).
In the following section of this study I will explore the concept of on-line learning
communities as well as how they may be beneficial for providing novice educators from the
LEI program with collaborative support; the concept of potential limitations of this
technology will also be addressed.

2.4.

On-line Learning Communities

Increasingly, on-line learning communities are becoming popular around the world to facilitate
learning among different groups of people. In the teaching community they are usually viewed
through a socio-constructivist framework in which participants jointly construct knowledge
which is, in part, mediated by the use of technology as a tool, (Wilson Carboni 1999:3) with a
strong emphasis on experiential learning, reflection on teachers own teaching practices,
collaborative learning and problem focused learning. (Loucks-Horsley 1995, Sparks 1994, in
Wilson Carboni 1999:1). Owen et al state that
Successful learning involves reflection on experience and the
transformation of that experience through conceptualization and action
41

(Kolb, 1984) this process occurs in a social context... through textual

dialogue with others.(Owen et al 1998:12)
These virtual learning communities are a convenient way for busy teachers to find the time to
support each other to promote professional development since they recognize the expertise of
educators while at the same time providing them with opportunities to challenge each others
ideas and insights for professional growth. In the case of NQTs they may be especially
beneficial in exploring issues such as class management, developing a wider repertoire of
teaching strategies, strategies for dealing with discipline and behavioral problems, sharing of
resources, and, how to adapt to school-life and working-life which were identified as major
concerns of most LEI alumni. In addition, given that they may be set up at minimal cost to the
university and allow for peer mentoring they are a feasible alternative to provide a support
network for NQTs.
The term "online communication" refers to communication via networked computers. It
encompasses:

Synchronous Groups .
Groups are interactive. Members communicate using text-based communication
in real time. These groups meet at a scheduled time to encourage consistent
participation.

Asynchronous Groups .
Members post messages at their convenience.

Virtual communities offer participants the opportunity to interact with other learners in
sharing, constructing, and negotiating meaning, which leads to knowledge construction. (Lock
2001 in Maples et al 2005: 111) In the case of this study I have decided to develop an
asynchronous discussion forum in an attempt to provide LEI NQTs with an anytime
anywhere support system.
2.4.1. Challenges in Starting and Supporting On-line Learning Communities

42

I am aware of the difficulty that using a discussion forum entails since I have previously used
this resource on two occasions: once in Spanish to obtain a diploma in Tutoring University
Students to help combat the dropout rate at our University and the second time in English
while undergoing my MEd studies. I have found them to be a rewarding experience which has
allowed me to view issues from others perspectives as well as to develop my creative
cognitive processes since my learning became more interactive (Salmon 2000:32) and to
develop both personally as well as professionally in an effort to become more reflective and
inquiry driven. However, I am also aware that it depends on personal preferences and that not
everyone appears to enjoy or benefit from the experience since potential users must learn how
to use them and many resist using unfamiliar technology. As a result, I am curious to explore
the use of this technology and am attempting to foster the formation of an on-line learning
community for graduates of our LEI program in the hopes that it will be as beneficial for them
as it is in my case.
However, there are many challenges involved in setting up this type of facility. They include:

The management challenge is to get alumni involved in this type of learning community
and motivate them to participate since participation must be encouraged.

The community challenge is to foster an awareness of its value for both personal and
professional development.

The technical challenge is to design a forum which is easy to use and encourages
participation from potential participants.

The personal challenge to encourage NQTs to share their ideas and be open to the ideas
of others in a format that is unfamiliar for most.

Clark (1998: on-line) defines three important principles for developing successful on-line
learning communities:
1. On-line learning communities should be grown, not built. Moderators need to
understand that it is a process and that potential users require a great deal of nurturing
to use this resource effectively. When there is active involvement and commitment
from participants they may grow into unique and supportive environments.

43

2. On-line learning communities need leaders who help to define the environment, give
them purpose, identity and keep them growing.
3. Personal narrative is vital to online learning communities. Personal stories and
experiences add closeness, and provide identity, thus strengthening online
communities.
Hopefully the LEI novice teacher on-line learning community will incorporate all of these
elements. In figure 6 I illustrate the benefits and drawbacks of using asynchronous discussion
forums (ADFs).
Advantages of ADFs
Computer mediated conferencing allows for
anyplace anytime learning opportunities
Users proceed at their individual pace.
Freedom to explore issues which encourage
openness to share experiences and thoughts
which may result in the development of shared
thinking.
Convenience of choice over when or how much
to participate. (less intrusive than face to face
discussion)

Combines elements of writing and reflection in a

medium halfway between spoken conversation
and written discourse.

Participants are free to communicate and

individuals may receive special attention from
anyone willing and able to provide it.
Participants who wish to lurk or browse may
do so.

Disadvantages of ADFs
Not for everyone: Many people do not enjoy
using them.

Many people might resist using them.

Difficulty Establishing Bonds on-line.

It is difficult to build an open and trusting

relationship with colleagues when participants are
only able to meet when busy schedules permit.
Limited Immediate Feedback. The lack of faceto-face contact obscures vocal intonations and
verbal and non-verbal cues, including body
language and expressions of emotion. This may
require changes in a member's habitual patterns of
interaction and thinking in order to overcome this
limitation. Dissatisfied members typically cite
limited feedback as a disincentive to participate.
(Galinsky et al., 1996 in Gary and Remolino 2000:
4)
Members with Limited Language Skills.
Members with language limitations (such as
English as a second language) may be frustrated
by the rapid pace and multiple dialogues, and
consequently, may be confused by text-based
communication. Furthermore, members may be
challenged in communicating feelings and
thoughts clearly to others. In a text-only format
with limited interpersonal feedback,
communicative misunderstandings are common
for all members.
Quality Control. The quality of online support
groups is inconsistent. Each sets its own standards
and procedures. The moderator encourages
participation but it can not be forced.

To keep the forum alive there must be

discussion. With no interaction participants

44

become discouraged and the forum may cease to

exist.
Participants may leave a discussion unseen and
unembarrassed.
Allows participants to make sense of, rethink and
redefine ideas.
On-line support groups may attract members who
previously avoided peers and traditional support
systems.

Many people may just lurk and never become

involved.
Some participants may be receptive and only
restate others ideas.
Potential users may avoid publicly stating
their ideas in writing in fear of being criticized
by others. Others consider it a cold medium
and will resist participating.

Computer-mediated communication tends to

feature more balanced participation than face-toface conversation, with less dominance by
outspoken individuals.

Extroverted and more confident participants

may overwhelm and overshadow less
confident individuals (in effect scare them away)

Figure 6: Advantages and Disadvantages of Asynchronous Discussion Forums

(Adapted from Salmon 2000:17 - 19)
My goal will be to assist and encourage participants to take advantage of this educational
resource and to foster active participation addressing teaching and learning beliefs and
practices. I hope to offer participants the opportunity to go from a passive role to an active
one in which they may provide helpful insight to colleagues who are well aware of the realities
and challenges of teaching in Mexico. By adopting the use of Asynchronous Discussion
Forums where participants generate ideas and build knowledge and expertise through
collaboration for their mutual professional development, it is my intention that graduates of
our LEI program may become better equipped to cope with the challenges they face, thereby
becoming a type of life raft for NQTs who may be sinking instead of swimming in their
first positions as EFL teachers.

Summary
In Chapter Two I have explored the possibilities of how to provide a support system for
NQTs once they complete the LEI training program and enter schools. NQTs needs were
discussed, followed by a brief exploration of reflective practices. The chapter continued with
an exploration of support networks for NQTs through mentoring and peer support, followed
by a discussion of learning communities and how these may be developed on-line. This

45

chapter concludes with an examination of the challenges, the benefits and the disadvantages of
setting up an ADF.
In this chapter I have explored the need for developing on-line learning communities to help
novice educators in their transition from pre-service to service teaching. In Chapter Three I
will report on my experience of piloting the implementation of an ADF for the first three
cohorts of NQTs from the Tuxtla LEI teacher training program.

CHAPTER THREE

LEI ADF PILOT PROJECT

Introduction
LEI NQTs often start their first jobs with idealistic expectations and quickly become
disappointed, feeling ill-prepared for work life, school life and classroom life. These NQTs are

46

often left on their own to sink or swim. In Chapter Two I proposed the creation of an ADF to
break this cycle of isolationism and individualism in the context of an on-line learning
community where they may reflect, interact, and communicate with colleagues from the
Language School; in effect, to serve as a life raft for these struggling educators. In Chapter
Three I will report on my experience of setting up and using discussion forums as a support
system for NQTs. Thus, the purpose of this chapter will be to explore the process of creating
an awareness of how an on-line forum may help support NQTs from the LEI program with
an opportunity to develop an on-line learning community.
I will begin with the rationale for my research and will then describe the process and approach
I followed setting up the ADF, promoting its use and evaluating its success, including the
methods and instruments used for collecting data. Finally, I will discuss the findings and draw
conclusions about using ADFs.

3. Creating an ADF at the Tuxtla Language School

After having participated in the LEI follow-up studies committee at the Tuxtla Language
School in 2003, I became aware of the great need to develop a support network given that
NQTs receive virtually no support, neither from the UNACH nor from the schools, once they
initiate their professional careers. In addition, since the LEI program provided very limited
practical experience, ITT was flawed resulting in alumni having great difficulties linking the
theories they learned at the university to practice in the real world of Mexican schools. Due to
the fact that electronic discussion forums make it possible to create a professional community
that extends beyond the boundaries of a teachers workplace, (Fulton et al 2005: on-line) it is
my belief that developing an on-line learning community is beneficial for integrating new
practitioners into a teaching community.
This study is my attempt to explore the process from the creation of the ADF, my efforts to
spread the word about its existence, the process of attempting to get NQTs involved in
participating in the forum and the difficulties I encountered in the hopes that other teacher
trainers who may be considering initiating ADFs may learn from my experiences.

3.1.

Research

47

I decided to pilot the use of an ADF to help aid NQTs in the transition from the nurturing
caring environment of the Tuxtla Language School where alumni received ITT, to the
indifferent environments where most are employed as beginning teachers. To conduct my
investigation, I decided to employ action research. In the following section I shall explore this
concept more deeply.
3.1.1. Action Research
The research design chosen for this study is the action research approach. Researchers have
offered varying definitions of action research; Elliot (1991, in Altrichter et al 1993: 4) defines it
as the study of a social situation with a view to improving the quality within it. Altrichter et al
(1993:5) declare that this type of research is intended to support teachers, and groups of
teachers, in coping with the challenges and problems of practice and carrying through
innovations in a reflective way. Burns (1999:17) refers to the fact that action research offers
a valuable opportunity for teachers to [become] involved in [relevant research] grounded
in social contexts which are significant in daily teaching practice. Thus, it is ideal for the
type of investigation I wished to conduct.
It has the added benefit that it can be triangulated since it involves gathering data from a
number of different sources so that the research findings or insights can be tested out against
each other [thus] increasing the reliability and validity of the research.(Burns 1999:25) As a
consequence, they have the potential for [addressing] questions of real practical and
theoretical interest [which may] be replicated by other [practitioners] working in similar
situations. (Burns 1999:25)
An added quality of using this type of research in my study at the Tuxtla Language School is
the fact that it is:

Contextual, small scale and localized (identifies and investigates problems within a
specific situation.)

Evaluative and reflective since it aims to bring about change and improvement in
practice.
48

Participatory given that it provides for collaborative investigation.

Conductive to change since the information which is collected stimulates change.

(After Burns 1999: 30)

Burns (1999: 36 40) states that action research goes through numerous phases. In the
following figure I will link these phases to the ones undertaken in this study:
Situation of Tuxtla LEI NQTs

Phase
(Adapted from Burns 1999)
One: Exploring

Two: Identifying

Three: Planning

Initial follow-up studies have determined that

NQTs are experiencing difficulties in the
transition between ITT and entering the
workforce/schools/ classrooms.
Given that ITT did not include sufficient
field experience to allow alumni to link theory
to practice and that school cultures are not
conductive to allow collaborative induction or
mentoring, how may the University provide
support for NQTs?
NQTs require some type of support system
in their transition from ITT to service
teaching. After having personally benefited
from using ADFs in my own learning
processes, I decided to pilot an ADF project
for the first three cohorts of the Tuxtla LEI
teacher training program to explore how
helpful they could be. I saw this as a way to
provide peer support in an on-line learning
community.
Three types of instruments were used for
data collection:
Questionnaires to obtain data on
NQTs difficulties, available support
network, and the reasons for
participating in or not participating in
the LEI ADF.
Face to Face Interviews to explore
why or why not potential users were
using the LEI ADF.
On-line discussion threads

Four: Collecting Data

49

transcripts to explore types of on-line

interaction, as well as to explore what
issues concern NQTs.

Five: Analyzing/Reflecting

Six: Hypothesizing/Speculating

Seven: Intervening

Eight: Observing

Nine: Reporting/ Writing/

Presenting Findings

Scrutinizing the data to identify key issues to

determine the success of the ADF as well as
what modifications & improvements need to
be implemented to help make ADFs more
effective.
After having examined the data, implications
and recommendations for the future of ADFs
as life rafts for NQTs will be drawn.
In order to train alumni to become more
successful at using ADFs, their use will
become part of the curriculum of the LEI
program.
After having observed the outcomes of the
previous intervention I will attempt to
address resulting issues concerning the use of
ADFs as a support network for NQTs.
Writing this dissertation and preparing an
awareness raising workshop will provide me
with the opportunity to articulate and share
my findings and conclusions regarding the
use of ADFs with other teacher-trainers who
may be interested in their use as a virtual
support system.

Figure 7: Burns Phases of Action Research in Relation to this Study

(Adapted from Burns 1999: 36 40)
In the following section of this study I will explore my approach to research.
3.1.2. Approach to Research
First, I had to identify my objectives and then determine how to set up an ADF, encourage
NQTs to participate and then evaluate the success of the ADF throughout the 6 month trial

50

period. My main objective was to explore how useful an ADF was for exploring how graduates
of the LEI Teacher Training Program:
1. Solve their problems and address issues which concern them.
2. Keep in touch.
3. Find teaching jobs.
4. Learn about opportunities for CPD.
Specifically I was interested in:
1. Examining the benefits and drawbacks of creating and maintaining an ADF as a
support system for NQTs.
2. The nature of the on-line conversations and if and how they evolve over time.
3.

3.2.

Exploring if reflection is supported in a computer mediated learning environment.

Setting Up and Managing the LEI ADF

Since I had recently participated in on-line discussion forums throughout my studies in my

MEd and had found them to be a very rewarding experience, I decided to set up an ADF for
NQTs as a support network. The website was created in August, 2005. I acted as the
administrator of the site and e-moderator. The site may be located at:

http://curso.unach.mx/Foros_ELT/.
Figure 8 illustrates the forum index:

Escuela de Lenguas Tuxtla Forum

FAQ
Profile

Search

Memberlist

Usergroups

Register

Log in to check your private messages

Log in

The time now is Sun Mar 26, 2006 3:23 pm

Escuela de Lenguas Tuxtla Forum Index

View unansw ered posts

51

Forum

Topics

Posts

Last Post

20

Mon Mar 13, 2006 4:30 pm

peaktut

13

34

Sun Mar 26, 2006 12:13 am

Miss Anita

E n gli sh Pr of e ssi on al s
Jobs

A forum to post notices about jobs.

G e n er al
General Questions

Here we'll resolve the doubts about this site, and how to
use it.

L og in
Log in
Username:

Passw ord:

Log me on automatically each visit

Powered by phpBB 2001, 2005 phpBB Group

Figure 8: LEI ADF Index

3.2.1. Target Population and Setting
All 65 alumni from the first, second and third cohorts were encouraged to participate in the
discussion forum.
Cohort

ITT

Population

1st graduating class

Jan 1999 Dec 2002

18 students

2 nd graduating class

Aug 1999 June 2003

21 students

3 rd graduating class

Aug 2000 June 2004

26 students

Figure 9: LEI Alumni According to Cohort

Unfortunately, it was not possible to establish contact with all 65 due to the fact that our data
bank is out of date and many students have moved or provided invalid contact information. In
this situation I depended on word of mouth to spread the word about the existence of the
forum. This study was conducted in the Tuxtla Gutierrez Language School of the
Autonomous University of Chiapas in Mexico; however, due to its status as a virtual learning
community, it provided opportunities for interaction for NQTs who lived near and far to

52

communicate. One of the most frequent users, Antonieta is currently studying her MEd in New
York City, whilst the other frequent user, Damian, works both at the UNACH and at a local
high school as an EFL teacher. Three alumni from the first three LEI cohorts currently reside
outside the country (two in the United States, one in Eritrea - in Africa) and five currently
work in small communities scattered across the state of Chiapas.
The ADF was initiated on August 23 rd, 2005. The data analysis of this study will focus on the
discussions conducted in a six-month period: from September 25 th, 2005 March 25 th, 2006;
although the site will remain active to continue to attempt to provide support for all NQTs
from the Tuxtla LEI program as part of the follow-up studies support network.
Once the forum was up and running, an e-mail message was sent to all available alumni from
the first three graduating classes of the LEI teacher training program. (See Appendix # 3) on
August 23 rd, 2005 (the date it was inaugurated) and once again on November 25 th, 2005. (3
months later) in an attempt to further encourage participation. In addition, throughout the
six-month trial period a great number of novice teachers were informally encouraged to
participate in face to face invitations (28 of the 65 alumni) as well as to invite any former
classmates they were in contact with to take part in the forums.
On Saturday March 4 th, 2006 (five months after the ADFs creation) the follow up studies
committee held the first official meeting for alumni of the first three cohorts to personally
inform alumni about the different projects currently underway for NQTs. Alumni received
information concerning CPD and about how to use the ADF. Alumni were shown how to
register, log-in and participate in the on-line facility which could be accessed in two ways:

a) Through the on-line web-site: http://curso.unach.mx/Foros_ELT/ or

b) By consulting the Tuxtla Language schools on-line index and clicking on the link
titled : Foros egresados de la LEI(LEI NQTs forum) : http://www.elt.unach.mx/

On this occasion brochures were also handed-out (See Appendix #6) to ensure that alumni
have the address and an instruction manual to use the ADF to encourage involvement in the
53

forum. In addition, during this face to face meeting, a questionnaire was also handed out to
up-date the follow-up studies databank as well as to explore what difficulties alumni were
encountering as NQTs and if they received any kind of support. (Appendix 3). 32 alumni
attended this meeting, which is equivalent to 49 % of the NQT population.
The following chronogram better illustrates the activities that were involved in setting up and
managing the LEI ADF.
Date

Event

November 25th, 2005

Set up ADF
Send first e-mail message to NQTs (Appendix 4)
Face to face invitations to NQTs
One on one induction on how to use ADF
Send second e-mail message to NQTs

March 4th, 2006

First official face to face meeting with follow-up

studies committee (32 NQTs attended almost

August 23rd , 2005

August 23rd March 20th , 2005

50 %)

March 15th 20th, 2006

Application of General information

questionnaire (Appendix 3)
First group face to face induction session on
how to use ADF
Handed out induction brochures (Appendix 7)
Application ADF questionnaire (Appendix 8)

March/April 2006

Analysis of Results

April 2006

Induction of 1st & 5th semester LEI alumni in

ADF use

Figure 10: Chronogram of LEI ADF Research Procedures

In the following section I will discuss the instruments used for data collection in this study.
3.2.2. Selection of Data Collection Methods
By combining different ways of looking at the situation, and through taking into account
different perspectives of the participants and my own - it was possible for me to view the
discussion threads under study through several lenses, thus balancing my research against my

54

own values, attitudes and beliefs. I decided to gather my data from four sources. These
included:

Transcripts of Threads

Documents collected include transcripts of a threaded discussion since the ADF site
automatically saves and archives all communication which generated documents to be
analyzed. A message was defined as a single contribution from a participant at a time in the
ADF. (Ho 2005: 6) The original message database was narrowed down to select one
discussion thread based on the following criteria:
a) The thread had to attract a minimum of five messages.
b) All messages cited in this study are unedited.
In this case only one thread Issues Id like to Address was deemed worthy of analysis.
(Appendix 6) since it was the only one which attracted more than five responses.

Interviews

Altrichter et al (1993: 101) state that interviews give access to other peoples perceptions,
including crucially the thoughts, attitudes and opinions that lie behind their behavior. Five
semi-structured face to face interviews lasting approximately 25 minutes were conducted with
five NQTs at random, taking care to include two teachers who had used the ADF and three
who had not participated to explore their reasons for using or not using the site. Those who
had participated were asked if they had learned anything in the ADF and if it had provided any
type of support. They were also encouraged to offer any suggestions for improvement to help
make the ADF more successful. Those who had never participated were asked reasons for
their non-involvement.

Questionnaires

According to Burns (1999: 129) questionnaires and surveys involve predetermined questions
presented in written form and are easier and less time consuming to administer than

55

interviews. Two questionnaires were handed out throughout the ADF trial period. The first,
General Information Questionnaire (Appendix 3) was handed out to all 32 NQTs who attended
the face to face meeting with the purpose of updating the follow-up study committees
database. The second questionnaire, LEI NQT Discussion Forum Questionnaire was handed out
to ten NQTs at random, taking care to include five participants and five non-participants,
during the last week of the six-month trial period to explore why NQTs were or were not
using the ADF. (Appendix 8).

3.3. Findings
This study investigated the difficulties NQTs confront when they enter their first classrooms
upon completion of the LEI teacher training program as well as the use of an ADF as a viable
means of sustaining a learning community to provide novice teacher support at the Tuxtla
Language School throughout a six-month trial period. The following information summarizes
the findings of my research:

Demographic Results

88% of the NQTs of the LEI program are currently employed as EFL teachers. A great
majority (78%) are employed at more than one institution. The respondents worked at the
following levels in schools (some teachers worked at two or more jobs, as a result statistical
data does not add up to 100%)
Level
Pre-school
Elementary (1st 6th grades)
Jr. High (7th 9th grades)
High Schools
University
Private classes

Percentage
8%
24%
36 %
17 %
21 %
38 %

Figure 11: NQTs Workplaces

Challenges

Classroom management and discipline problems rank at the top of NQTs teachers concerns;
specific examples of problems included talking during class instruction, keeping the class on
56

task, teaching and disciplining students, following through on discipline, dealing with
disrespect and student attitudes, and lacking administrative support concerning discipline
issues. Worries about finding enough time to prepare materials, grading homework and exams,
and finishing EFL textbooks came in second. In third and forth place, alumni were concerning
with their command of the English language since they sometimes did not understand
everything the school curriculum indicated they teach, and, the same number of alumni were
worried about not having had enough field experience during ITT.

Challenge

Percentage
88 %
78 %
75 %
75 %
72 %
63 %
59 %
59 %
57 %
53 %
53 %
50 %

Classroom management/discipline
Time
L2 Language Skills
Insufficient Field Experience
Trouble with Methodology/Teaching Skills
Paperwork
Designing Didactic Materials
Obtaining degree
Knowledge of Schools Policies
Lack of Support
Completing each schools EFL Program
Limited Socio-cultural Knowledge
Lack of experience dealing with school
administrators, colleagues, parents.

47 %

Figure 12: Greatest Challenges for NQTs

The follow-up face to face interview question, "Did you feel prepared to handle these
challenges?" was also asked of the NQTs. Forty percent of the novice teachers answered yes,
forty percent answered no and the remaining ten percent answered "somewhat"/"sometimes".
Sixty percent mentioned the difficulty they had at the beginning and their improvement as they
obtained more experience. One novice teacher mentioned the difficulty in applying her
knowledge and theory into a classroom setting while still remaining positive. Another NQT
mentioned that she thought she was prepared until it dawned on me that I was not.
The high percentage of NQTs who mentioned classroom management as their biggest
concern indicates how heavily it affects novice teachers. Classroom management concerns and
practices should be integrated more into pre-service education to better prepare beginning

57

teachers to deal with this issue. When asked where they obtained support when they felt
bewildered, the respondents most often answered the following:

Support Resource

Percentage
79 %
82 %
42 %
38 %
39 %
39 %
38 %
21 %
19 %
16 %

A friend
A family member
Print resource (book, manual, internet)
Teacher at another school
No one
Other NQTs who work at my school
School administrator
Experienced Teacher at my school
Other LEI alumni
LEI teacher trainer

Figure 13: Support Resources for LEI NQTs

This data may be deceiving since perhaps there was overlap in the options (respondents may
have answered friend even though that friend may have been a colleague from the LEI
program) and many marked more than one option.

Using the ADF

When asked how they felt the ADF had contributed to their learning, most NQTs who
participated in the ADF surveyed replied that they felt that the forum had been useful for
them to learn about problems which colleagues were facing in schools and that it was a nice
way to keep track of the people they met at school. The others replied that it has helped them
to share experiences and get advice from colleagues. However, this may be contradictory since
87% of the participants in the forum only posted contributions once, if the information had
been so valuable, why did NQTs not use the forum more often to share ideas? The following
figure summarizes the information obtained in this study regarding contributions to
participants learning.
Contribution to NQTs Learning

Percentage

Learn about each others problems

80 %

58

Keep track of fellow alumni

80%

Share advice

20 %
Figure 14: ADFs Contributions to NQTs Learning

Results indicated that the forum was not as successful as I had anticipated. A small number of
NQTs actually participated in the forum at all, 15 of the 65 alumni, which is equivalent to only
23%. I believe this was due to the fact that participation was entirely voluntary on the part of
NQTs and was there for them if they choose to use it. Many have admitted that they never
really understood its purpose or how to use it properly. Nonetheless, I had expected the ADF
to be more successful since as part of the planning procedures for this project I had spoken
with several of the NQTs about this type of technology and a fairly high level of interest
appeared to exist, so it seemed that it might potentially be a well used resource for them;
perhaps this view was nave on my part and alumni only feigned interest to not appear rude
since I had been their teacher trainer during ITT. However, it was very difficult to get alumni
involved since NQTs had already left the University. In addition, in Chapter Two I explored
the need for ADFs to be grown and for participation to be voluntary. As a result, I relied on
the bond I had created with a great number of alumni given that I had been everyones teacher
trainer during at least one semester of the LEI program to attempt to get NQTs engaged in
the discussion forum. The reasons alumni provided for not using the ADF are illustrated in the
following figure.
Reasons for Not Using LEI ADF

Percentage

Time

90 %

Difficulty using this technology

50 %

No Access to Internet/Computer

50 %

Feel uncomfortable sharing problems

in public.

20 %

Figure 15: Reasons for Not Using the ADF

In retrospect, I now realize that potential users had little or no induction in using the ADF
which affected the final outcome. In addition, NQTs seem to not have noted a need to

59

participate on-line. To be truthful, after having sent out the e-mails and receiving very few
responses, I began to get nervous about my study and I actually resorted to taking alumni I
bumped into at the Language School by the hand, sitting them at my computer and guiding
them through the process of using the ADF. Thinking back, I believe that since most alumni
had never participated in ADFs before, it was difficult for them to understand how to access
the forum. Only four of the 15 alumni who participated actually participated in the ADF on
their own without additional stimulus from me, this was equivalent to only 27%. As a result of
this, in the future I will have to explore alumnis on-line use and habits to be more successful
with the ADF.
As I attempt to make sense of the great resistance to using ADFs, I feel bewildered since most
alumni are under 25 and in my eyes are considered the Nintendo generation. They grew up using
computers, cell phones and videogames, so it comes as a great shock to me that they do not
feel comfortable using on-line forums.
In the following section I will explore specific findings according to success and failures of
using the ADF.
3.3.1. Exploring Success and Failures in the LEI ADF Pilot Project

Success

I believe I was successful in generating innovation at the Tuxtla Language School through the
use of Forums. Most alumni were not familiar with using this type of technology and support
system. The ADF is now up and running and has established a precedent at the UNACH since
no other school had ever requested setting up a similar service on the official UNACH
website. Since its initiation other schools have started to implement similar concepts for the
different careers offered at the university.
As a result of this investigation, follow-up studies at the Tuxtla Language School have become
more consolidated with a special emphasis on generating a support system for NQTs. In the
future we hope to publish a booklet reporting on the findings of the follow-up studies

60

committee in the hopes that other schools may benefit from our experiences. The main
successes of this study are summarized in the following figure.
Success

Indication

Attempt to provide innovation in the Tuxtla

Language School
Creating an awareness and interest in ADFs
Provides a valuable virtual space for alumni
to keep in touch and socialize. This
socialization is a potential building block for
developing a collaborative professional culture.

This is the first ADF at the UNACH.

The number of hits for each thread indicates
that NQTs are curious about the ADF.
On the ADF Lulu posted this reply:
I am glad some of us are using this forum to vent our
feelings, share our experiences and give advice.

Figure 16: Success in ADF

Difficulties Encountered in this Pilot Study

Exploring my experience throughout this pilot study I am now aware of many errors which
were committed. I would like to share them in the hopes that other practitioners who may be
considering implementing the use of ADFs may benefit. In the following figure I summarize
the main difficulties which were encountered during this six-month trial period.
Situation
Difficulties getting more NQTs involved and
engaged in using the ADF.
Failure to provide sufficient induction on how
to use ADFs.
Failure to provide each user with their
individual user nae and password to access
ADF.

Failure to take into account that most Mexican

alumni find it difficult to accomplish
collaborative problem solving in a public
domain.
Not all alumni have easy access to the internet.
Since many NQTs are Chambistas and have
more than one job, they had little free time to

Indication
Only 23 % of alumni actually participated.
Some alumni admitted they felt lost and
uncomfortable attempting to use the forum.
Since anyone could access this site, pranksters
would open naughty threads. Many NQTs
kept losing their usernames and would
register again and again under different names;
as a result there are more registered users than
NQTs. (only 65 NQTs yet 357 registered
users) (Appendix 9)
Alumni in the LEI are used to transmission
models of teaching and learning, on-line
collaboration is unchartered territory for most.
When interviewed many cited this as the
reason why they didnt participate.
Overworked and overstressed NQTs admitted
that they were too busy to log in or attempt to

61

dedicate to using the forum

figure out how to use ADF.

The forum fell down on March 20th.

ADFs may have technical difficulties; care

must be given to deal with this issue especially
when dealing with large numbers of users.
If a thread gets too long, I wonder if
participants read all of the contributions. Since
many NQTs indicated a lack of time as a
reason for not participating, this is a major
issue to consider in using ADFs.

Since this ADF was not very successful,

participants only needed to read a small
amount of posts. However, if more NQTs
had participated I wonder if users would have
had the patience to read all of the
contributions. Posts must be short.
The ADF was set up to be used in English to
provide NQTs with more opportunities to
practice their L2 language skills. However, one
NQT participated in Spanish.
Most NQTs did not understand that ADFs are
organic and require continuous contributions.

Disappointment from a user that there wasnt

more discussion.

In this case it is necessary to determine if the

ADFs purpose is to practice L2 or to develop
collaborative reflective practices. In the future I
believe that the language being used is not the
issue the main idea is to get NQTs
communicating with each other.
87 % of users only posted contributions once;
they did not comprehend that the ADF thrives
on active participation. This concept must be
emphasized in future attempts to incorporate
its use.
One user (Damian) had looked forward to
answers to his posts but became frustrated that
more was not going on in the forum.

Figure 17: Difficulties Encountered in this Pilot Project

All 65 alumni from the first three cohorts of the LEI teacher training program who graduated
between 2003 and 2005 were encouraged to participate. However, only fifteen alumni actually
took active part in the forums. Only two (Antonieta and Damian) actually contributed more
than one post (five each). Both participated with no additional encouragement other than the
e-mails sent to all NQTs. I believe that ADFs attract different types of participants and both
seemed to enjoy the experience. Damian, from the second cohort, actually commented in his
face to face interview: I looked forward to reading colleagues posts but there didnt seem to be much going
on most of the time, so I got bored and stopped opening the forum. This indicates that an ADF can not
be a monologue; its name discussion forum implies that it must be interactive, therefore it is
necessary to receive feedback from colleagues or the ADF may wither and die of neglect.
Antonieta, from the first cohort, stated I have found it very interesting to know what my peers are
doing. It is nice to keep track of the people I met at school, and to be able to be of help to them. When asked
why she thought more NQTs did not participate in the forums, Antonieta replied I believe that

62

they dont have the culture of sharing problems out in the open, nobody likes to admit that they are struggling,
this is cultural and is especially true of Mexicans, it is a process and will take a long time for them to feel
comfortable using the forum.
Lulu, from the third cohort, wrote in the ADF at times I have some problems, too. I read some of
the posted topics and the replies and I am glad some of us are using this forum to vent our feelings, share our
experiences and give advice. This statement indicates that the ADF is useful to provide a space for
socialization and for NQTs to keep in touch with each other.
All of the NQTs surveyed who had not used the ADF replied that it was due to a lack of time
to dedicate to this pursuit. As was mentioned in Chapter One, many EFL teachers in Mexico
are chambistas and must work at more than one school for financial reasons. Many do not
have ready access to internet to be able to log in to the ADF at their convenience. One teacher
wrote:
I feel bad that I havent used the website but I have two jobs and little free time. I leave
my house at 9 am and dont return until 9 pm. I promise that when I get a free moment
Ill try to use it. (Vivian: Cohort I)
Most NQTs had never participated in an ADF before, which led to great resistance in getting
them involved. I believe that this may be due to the fact that most people fear innovation and
feel uncomfortable when they are expected to use new types of technology similar to being
technophobes. As a result, few NQTs were willing to take the plunge and actually
participate. On-line resources often befuddle newcomers to the medium and seem to create
anxiety in potential users who appear to avoid using them as a defense mechanism. Alumni
received very limited induction which I now realize was a great mistake. In the future I must
address this issue more effectively.
Concerning the issue of discussion topics, I opened seven whilst different alumni opened four.
As can be seen in Appendix 5, the issues I had hoped NQTs would discuss ranged from job
experience, sharing resources and information to issues which NQTs considered important to
address. I had hoped that after having shown alumni how to use the ADF in the face to face
meeting held at the beginning of March and providing them with an information brochure,
that a greater number of alumni would ultimately get involved in the forum. It is a sad reality

63

that only one teacher has contributed to the forum after this face to face meeting which was
specifically scheduled to create an awareness of how useful this site could be for NQTs to keep
in touch and share ideas and information. That teacher, Antonieta, was not even present the
day of the meeting since she is studying for an MEd at the moment in New York and posted a
message on the ADF after I had informed her of the results of the face to face meeting. A
possible reason to explain non-participation could be NQTs values, attitudes and beliefs
towards teaching and learning. Since they had not received much training in reflective practices
and collaborative problem solving it was difficult for them to come to terms with my
expectations for the ADF given that most ITT was based on the transmission model of
teaching theoretical concepts.
A major error on my part was not assigning each NQT with her user name and password. I
naively thought it was all right if each used their e-mail information so that they could all
register and log in at their convenience. However, this was a big mistake since there are only 65
NQTs invited to participate in the forum and as of this writing there are 357 registered users.
(Appendix 9) This has made me aware that it is necessary to provide all alumni with their user
names and passwords and to keep a record since alumni commented in the questionnaire that
they had frequently lost theirs and then registered into the ADF under a new name. Another
embarrassing problem I encountered was when prankster hackers logged in and posted
naughty threads of a sexual nature in the forum. These appeared on three occasions but
were immediately removed. Thus, it is necessary to have a closed ADF to avoid potential
problems.

Figure 17 illustrates how, despite not contributing through posts, it appears that many alumni
are viewing the site as lurkers (i.e. they browse but do not contribute). This can be observed by
consulting the number of views which each thread has in the ADF menu:

64

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Escuela de Lenguas Tuxtl a Forum Forum Index -> Gener al Questions
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Last Post

Job Experience

Miss Anita

159

Sun Mar 26, 2006 6:26 pm

Guest

Difficulties with Titulacion

Miss Anita

157

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Sharing Resources

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39

Sun Mar 26, 2006 6:26 pm

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How did you find your current job as an EFL

Teacher?

Miss Anita

Sun Mar 26, 2006 12:13 am

Miss Anita

[ Poll ] Why don't yo u use this forum?

Miss Anita

12

SCHOLARSHIPS

Antonieta

24

Hello everyone!

Lulu Roque Weda

44

Sun Mar 05, 2006 5:44 pm

Antonieta

Question about this forum

DorisAxline

32

Fri Feb 24, 2006 10:58 pm

Miss Anita

Mastery in Education

karla rubi

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Thu Feb 23, 2006 4:24 pm

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Issues I'd like to address

Miss Anita

238

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Encouraging SS to use the page

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Wed Sep 21, 2005 4:10 pm

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Page 1 of 1

Figure 18: Threaded Statistics Record of the LEI ADF

65

All times are GMT

3.4.

Linguistic Analysis

I had hoped that novice teachers would be able to develop their communication skills in the
ADF due to the fact that communication in an ADF is vital to the social health of a learning
community. (Watson: 1997 in Ho 2005: 4) given that communication is a process through
which a shared culture is created, modified and transformed. (Carey 1989 in Ho 2005:4) Ho
(2005:12) states that messages on an ADF vary along a continuum from being declarative to
reactive. Figure 18 illustrates this concept more fully:

Declarative ---------------------------------------------- Reactive

(One way communication)

(Two-way communication)

Figure 19: ADF Message Continuum

Data analysis included examining contributions by content into the following categories:

Providing information (declarative- one way communication whereby alumni introduce

themselves, inform others about their job experiences, etc.)

Requesting support to deal with a problem (NQTs admit that they are having
difficulties and openly ask for assistance)

Exchanging opinions (reactive two way communication) or addressing other

participants by name which demonstrates an awareness of community.

Messages recount what others have said before.

There is evidence that a suggestion posted in the ADF contributed to NQTs

continuous professional development and that a suggestion had been applied into the
novice teachers practice.(NQTs actually try out an alternative upon a colleagues
recommendation and report on its success)

Evidence of socialization (i.e. sharing humor, referring to each others posts)

(Adapted from Ho 2005)

66

I had expected NQTs to be able to create a shared group culture. However, participants show
limited evidence of developing a sense of connectedness in spite of having studied in the same
small ITT program where they were all familiar with each other. Of the fifteen NQTs who
participated in the ADF only two ever posted a contribution more than once. (Antonieta and
Damian) When asked why he did not log on more often, Damian replied that its frustrating to
not have more on-line interaction. This NQT would surely have participated more often if a true
community had developed. I believe that building a learning community will require a great
deal of time since this pilot study has demonstrated to me that alumni are still becoming aware
of the great potential which ADFs have for personal and professional development.
Only one ADF thread received more than five contributions, it was the thread Issues Id
Like to Address with ten separate posts (four were mine in an effort to model the type of
interaction I was hoping NQTs would develop on their own). The following figure illustrates
the type of communication which occurred in this thread. For more information see
Appendix 6.

Nature of Contribution

(Adapted from Ho 2005)

Providing information (declarative- one

way communication)
Requesting support

Offering advice to provide support

Example from ADF thread

In this thread there were no examples of
declarative information.
Isis from the first cohort:
Hi! I'm Isis Hernandez, from the 1st generation,
corrently Im having some difficulties with students
that are almost my age. They're not really nice and
I think that sometimes they're mean with me, I try
not to pay too much attention but that's really
deseperating, what can I do?
Antonieta from the first cohort :
Hi Isis,
I am sorry to hear you're having difficulties with
your students. Are these students at the UNACH?
Licenciatura o Departamento? In order to give you
sound advice, more details would be better.
However, in general, I can speak from my own
experience. It is always difficult to deal with
students who are our own age or older, because
they do not see us as "figuras de autoridad" [authority
figures], so we need to be twice as smart as them
and show them "who is in charge".
The best way to do it is to prepare your classes
well, to think ahead of them and, when you plan

67

your lesson, think about the possible questions

they might ask you, so you can be ready to answer
them.
I once had a group of Licenciatura who was mean
to me at the beginning of the semester, so I
decided to do what I just told you and then, after
two weeks of class they began to show respect. I
challenged them and show them I knew more than
they did. The only way to gain respect from your
students is to show them you are well prepared and
fit for the job.
If you have content or language doubts (since w e are
not native speakers) consult with other teach ers in th e
school. I am sure they can h elp you.
I hope this advice is useful for you. I wish you the b est
of lu cks.
Sin cerely,

Antonieta

Exchanging opinions (reactive two way

Damian from the 2nd cohort:
communication) or addressing other
participants by name which demonstrates Hi everyone, I'm Damian (2nd LEI generation).
Isis I know it is a bit frustrating having these kind
an awareness of community.

Messages recount what others have said

before.

Evidence that a suggestion posted in the ADF

contributed to NQTs continuous professional
development and that a suggestion had been
applied into the novice teachers practice.

of students in class. When I worked at Speed

English I had to deal with children, teenagers,
adults and real old adults(if you know what I mean)
the difference is that they showed me respect as
every question they asked me I had and answer for
them so they realized that even though I was pretty
young I was well-prepared. Nowadays, I don't have
problems teaching adults or people a bit older than
me as I always get ready for the possible situations
I might face during the lesson or the course.
If there's anything I can do to help you do not
hesitate and tell me, right now you can find me and
the UNACH around 3 to 4:30, ok?
Elena from the 2nd Cohort:
hello girls!!
I'm a graduated from the class 2003 of the LEI,
I'm working with adults and teens at UVM and at
the beginning of each course I had the same
problem that you are having now and actually I
agree with Antonieta you have to show them that
you know what you are doing and you are the one
in charge there. I also think you shouldn't be afraid
of throwing someone out of your class if they're
giving you so much trouble. well that's all by now
hope you have a better time from now on!!
see u
Elena

No evidence in this thread.

68

Evidence of socialization (i.e. sharing humor, Damian from the 2nd cohort:
referring to each others posts)
Hi, Juan Pablo,

I've been reading 'bout your situation with parents

and coordinators telling how to grade your
students. I know it gets on your nerves as you are
using a different approach to the one they are use
to. What I would recommend you is to justify the
way you're grading the students (eg. if you are
giving them a project: specify from the beginning
what you want and what you are grading from it
"the result you want form the project" and also
develop a chart where the grammar points the
students may face during the develop of the project
and the presentation of it are displayed). So, this is
only an advice, try always to support correctly what
you are doing so the people can notice that your
activity is really worthy. And start creating a DataBase with all this info to be used afterwards and
you can share it or even presented.
Nice talking to you, SEE YA!!!!!!!!!!!!!!!!!!
PS. I'm Damian, LEI 2nd Generation

Figure 20: Nature of Posts on the Most Popular LEI ADL Thread

3.5. Outcomes: Operating and Maintaining an ADF

Taking an interpretative approach to understand the reality of the situation I experienced in
piloting the development of a virtual learning community, I am now aware that alumni require
training in reflective practices to be able to effectively exploit an ADF. An induction period is
required to help potential users to understand how to register, log in and use ADF technology
appropriately. Considering the number of hits (views) that the ADF received I realize that
NQTs are curious about this type of resource and need to gain confidence to take full
advantage of its potential for their professional development.
It has been very difficult to get NQTs involved in the discussion forums. Most have not
effectively understood that it may be beneficial for the CPD, although in face to face
conversation all alumni I encountered remarked that it sounded like a great idea. Perhaps they
did not want to offend me and faked interest in the concept this is an issue I must pursue in
the future. In retrospect I am now aware that I must develop a culture for using an ADF
before alumni leave college so that they may obtain the full benefits of this type of technology.

69

This experience has taught me a great deal about the advantages and drawbacks of using ADFs
and the great resistance which innovators face whenever they attempt to do something new
and different. I must admit that I enjoyed the experience in spite of not achieving more
successful results and looked forward to checking the ADF to read alumnis contributions.
I am still not sure how useful the ADF have been as a potential support network for NQTs.
What I do know is that this on-line forum seems to have attracted a great number of readers
and that there is a possibility that with great care and patience this ADF will eventually
blossom into the support network I had originally envisioned. To sum up, after the six-month
trial run of the LEI ADF I have been able to draw the following conclusions about the
experience of setting up and managing an ADF at the Tuxtla Language School:
Personal Conclusions

Professional Conclusions

Setting up and using this ADF has not been

easy.

Innovation is challenging. People tend to resist

change.

I can not take it for granted that NQTs will

understand how to use the ADF. Information
Technology issues must be addressed before
attempting to use ADFs.
A learning community must be grown.

An induction period is necessary to help

potential users to use the ADF effectively. This
should take place during ITT before alumni
leave the University.
Developing a learning community is a process
and may take a long time.

Most ITT was based on the transmission

model, it is challenging for NQTs to attempt
reflective collaborative problem solving in a
virtual environment.

It is difficult to expect NQTs to be reflective if

they have not developed this skill under the
guidance of a skilled teacher-trainer during
their studies in the LEI program

Hackers may invade an ADF and post Forums should be closed and participants
naughty contributions. People tend to lose should be assigned usernames and passwords
their user names and passwords.
to avoid potential problems. Forum
administrators must keep records.
The potential for anytime, anywhere support The ADF is up and running, it is my hope that
has been planted, with a focus on socialization with a little fine tuning it will continue to
for NQTs to keep in touch with each other exist to provide support for future cohorts.
and with the University.
Eventually it may blossom into a learning
community.

Figure 21: Personal and Professional Conclusions Concerning ADFs

70

Summary
In Chapter Three I have explored my experience of creating the LEI ADF and examined
significant events throughout the six-month trial period. Data collection methods and results
were discussed and analyzed. I ended the chapter by reviewing what I had learnt during the
process of setting up, operating and maintaining a discussion forum in my effort to set up a
collaborative support network. In Chapter Four I will discuss the implications of my research
and the expectations I have for the LEI ADF in the future.

71

CHAPTER FOUR
LOOKING TOWARDS THE FUTURE OF THE LEI ADF

Introduction
In Chapter One I explored the difficulties NQTs were experiencing once they left the
University and entered the workplace, schools and classrooms. Chapter Two explored the
possibilities for providing struggling NQTs with a support system. In Chapter Three I
examined my experience of setting up and piloting an ADF at the Tuxtla Language School. In
Chapter Four I will explore the possibilities of what may happen as a result of this pilot study.
I will discuss the need for induction programs to help facilitate the use of ADFs as well as the
possibility of organizing a workshop for teacher trainers at my university so that they may also
implement the use of ADFs during ITT. I will then continue by exploring key issues which
must be taken into consideration when implementing innovations using information
technology since these caused difficulties in my study. Finally, I will conclude the chapter with
my personal reflections about what I have learnt from this experience and how other teacher
trainers may benefit from my experience.

4.

Summary, Conclusions, and Implications of Setting Up ADFs

This study has explored my experiences of attempting to set up a support system for NQTs of
the LEI teacher training program at the Tuxtla Language School of the UNACH. The use of
an ADF situated the NQTs who participated in this study in the context of a learning
community since it allows for the development of an anytime, anywhere support network
for teachers who may be experiencing difficulties as they make the transition from being
students of teaching to becoming teachers of students. Data obtained was examined and
discussed.
The use of ADFs allows NQTs to establish a social network which may be beneficial in
helping them to transition from the supportive environment which they experienced at the
university to that of the indifferent school cultures where they first begin teaching. The

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purpose of ADFs was to provide NQTs with opportunities to be able to share knowledge as
they sorted through their thoughts in the effort to explore issues which they wished to address
collaboratively. Nonetheless, the formation of an on-line learning community at the Tuxtla
Language School is still a work in progress. In Chapter Three I explored the great challenges
involved in setting up and managing an ADF. I also explored the great resistance that alumni
demonstrated in using this type of technology. It is my belief that if alumni receive induction
and the proper training and continuous support during ITT, the ADF will be more successful
in the future. In addition, it is necessary that student-teachers receive more opportunities to
develop reflective practices during teacher training and that collaborative problem solving be
incorporated in the classroom instead of the traditional transmission models which many
teacher trainers currently employ.
In spite of all of the challenges I encountered, I hope that this ADF will continue to exist to
provide support for future graduates of the LEI teacher training program and that these
reflective opportunities should be ongoing and sustained. In continuous professional
development teachers should be encouraged to question what they do in the classroom, why
they do it and how it might possibly be improved in an effort to identify alternatives to their
usual teaching practices and thus become reflective practitioners. So what can be done to be
more successful in the future?
In the following section I will explore what I am attempting to accomplish at the Tuxtla
Language School as a result of this study.

4.1. Implications for the Future of the LEI Program

Due to the fact that ADFs are relatively a new type of technology, they were never taken into
consideration in the LEI curriculum. Given that alumni at the Tuxtla Language School have
not developed the culture of using ADFs, it is my belief that it is crucial that they receive
induction on how to exploit this valuable learning resource. Thus, they require a great deal of
practice and support for the ADFs to be more effective. As was noted in Chapter Three,
alumni from the LEI program need to develop their technological and reflective skills to be
able to use an ADF more successfully. It is my belief that the LEI program may be enhanced
73

by creating an ADF for ITT so that alumni may be provided with multiple, continuous
opportunities to develop their on-line reflective and peer support skills under the guidance of
teacher trainers to be able to better take advantage of this type of electronic forum. This
experience will then provide the necessary scaffolding so that NQTs may use ADFs more
effectively once they leave the University so that they will be better able to provide one
another with collaborative support. After having realized this great need I arranged for an
ADF to be set up for LEI student-teachers. This forum is similar to the NQTs ADF and may
be accessed at:
http://elt.unach.mx/Foros_LEI/
The following figure illustrates the ADF which was created for LEI student-teachers:

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Foro de alumnos de Lenguas

Foros LEI Forum Index -> Foro de alumnos de Lenguas
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Alumnos de 1er semestre

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Last Post

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Miss Anita

95

Wed Mar 29, 2006 4:49 am

S_Morales

20

Miss Anita

244

Tue Mar 28, 2006 3:43 am

e_hernandez

On-line Teaching Resources

Miss Anita

17

Thu Mar 23, 2006 9:19 pm

anita diaz

Welcome to the LEI forum!

Miss Anita

59

Wed Mar 01, 2006 3:27 pm

Miss Anita

Goto page: 1, 2 ]

[ Poll ] Practica Docente:Impartiendo una clase de

ingles de cul tura
[

Goto page: 1, 2 ]

Figure 22: Recently Created ADF for LEI Student-Teachers

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This ADF has only been in existence for two months but is attracting a great deal of interest
from alumni and from fellow teacher trainers. I am the thesis tutor for this project which is
being conducted by two 7th semester alumni to provide a support network for student-teachers
throughout ITT. Alumni are encouraged to participate either in English or in Spanish,
whichever language they feel more comfortable in, since the aim is to get students involved
and to share their ideas and concerns. As can be observed, this site has had many more replies
than the NQTs ADF since I had learnt a great deal from the pilot project for NQTs.
To initiate this ADF I began with my own students. First of all, since I currently teach two
subjects in the LEI program, during my class all of my student-teachers were taken to the LEI
computer lab for an induction session. Everyone was provided with their user name (the first
letter of their first name _ their second last name i.e. mine would be a_delagarza) so that no
one would forget it. The site administrator had previously registered all usernames according to
the attendance list and each student was instructed to use the same username as a password
until they could change it to the one they used to check their e-mail. Instruction brochures
similar to the ones I had designed for NQTs (Appendix 7) were also handed out in case
someone lost the ADF address or had difficulty using the forum when on their own. To
ensure that all of my pre-service alumni would get involved, my students in the first and fifth
semesters of the LEI program must participate in the forum as part of their class credit. This
implies that coercive measures were taken so that alumni would have the need to participate
on at least three occasions in a two month period. It will be interesting to analyze if all of my
alumni do indeed get involved since it is my belief that some students may resist using this type
of technology. As I stated in Chapter Two, it is not for everybody.
I plan to guide my student-teachers through the process of using an ADF and hope to get
other teacher trainers involved so that when they finally graduate, alumni will feel comfortable
using on-line forums and will then more actively participate in the ADF for NQTs. Thus, this
induction and mentoring experience will feed into my project for NQTs and enhance results.
To get other teacher trainers involved I also plan to open an ADF for Teacher Trainers as well
as to provide a 25 hour workshop to train colleagues to use the ADF with their studentteachers.

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The following figure better illustrates my plans for the future:

Stage
Pilot induction for student teachers with my
alumni in 1st and 5th semester. This will be
beneficial in providing an additional support
network for pre-service teachers.

Design workshop Induction into the Use of

ADFs to Promote Reflective and Collaborative
Practices for Other Teacher Trainers at the
Tuxtla Language School.
Just as portfolios has been incorporated into
the evaluation of all subjects taught in the new
LEI program, it is my hope that ADFs will
soon be taken into consideration for class
evaluation with collaborative on-line tasks thus
linking theory to practice in at least one subject
per semester during the new 9 semester LEI
program. Hopefully I will always be assigned a
1st semester class to introduce student-teachers
into the use of this virtual resource.
Spread the Word (Publicity)

Encourage and promote the use of ADFs in

other schools to assist CPD.

Activity
Induction session on how to access, register
open a discussion thread and post replies.
Alumni will be encouraged to seek help from
more experienced students in more advanced
semesters when they feel uncertain. Student
teachers will be assigned three separate tasks to
carry out on-line to develop reflective and
collaborative practices.
25 hour workshop to encourage and promote
the use of ADFs in the hope of developing online learning communities.
Involve other teacher trainers to assign on-line
discussion tasks to promote collaborative
reflective practices. Gently ease alumni and
other teacher trainers into feeling more
comfortable using this type of technology.

I hope to write an article for our in-house

magazine for EFL Teachers, Noptik, so that
other practitioners may learn about my
experiences using ADFs and consider their use
in their own professional venues to develop
virtual learning communities. I also plan to
include a chapter on using ADFs as a support
network in the Follow-up studies manual
which will be published at the end of this year.
Set up at ADF at the K-12 school where I also
work to get other teachers involved in
providing each other with reflective
collaborative support. This forum will be in
Spanish so that all teachers may participate.

Figure 23: My Future Plans Concerning ADFs

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4.2.

Implications for Other Teacher Trainers

Although my experience piloting the use of discussion forums was not a major success, I feel
satisfied with my efforts to introduce innovation into the Tuxtla Language School. Other
teacher trainers must ultimately decide for themselves if ADFs will provide suitable for their
contexts and needs. Major considerations include taking into account the following:
Challenges

ADFs may be difficult to implement.

There will most likely be a lot of resistance from potential users since most people fear
change.

Sustainability is a major issue since without involvement ADFs tend to wither and die.

As with any type of technology, technical difficulties may affect final outcomes.

Potential users must receive induction and continuous support or they will most likely
avoid using them.

To avoid potential problems, users should be assigned users names and passwords.

ADFs are not for everyone so be patient and supportive with potential users.

The formation of a learning community does not occur over a short period of time; it
must be grown and nurtured since it is a long-term process which may take a long
period for potential users to slowly develop familiarity and trust using on-line forums.

Long Term Benefits

Although in this study there was no evidence that posts contributed to a change in a
teachers practice, since I have experienced it first-hand in my participation with the
MARJON forums, I am aware that it is a possibility.

The development of learning communities may assist continuous professional

development.

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4.3.

Key Issues in Implementing Change

I encountered many difficulties throughout this study. As was mentioned in Chapter Two,
setting up an ADF involves a management challenge (getting alumni involved); a community
challenge (fostering an awareness of its potential for professional and personal development);
technical challenges (making the forum user friendly), and, the personal challenge (encouraging
alumni to openly share their ideas in an unfamiliar format). From the results of this research I
am aware that I am still struggling to deal with these issues.
A major technical challenge was that of attempting to introduce new uses of information
technology. Some people feel confused or intimidated [by the] growing demands ... [in the
professional world] to become technologically literate. (Teeler and Gray 2000:1). Many
potential users of the ADF appear to not have developed the confidence to use the forums. A
lack of participation may have resulted from one of any number of reasons, including:

A lack of interest in using ADF technology or perhaps alumnis frustration with it.

A lack of training and continuous support in using unfamiliar technology which

ultimately led to a lack of confidence or understanding.

A lack of being able to identify the direct benefits which could be obtained from
utilizing the ADFs.

This may be attributed to the following:

Resistance to change because of existing VABs

It is often difficult to deal with peoples VABs (values, attitudes and beliefs), especially when
implementing innovations. Kennedy (1999: vii), mentions three strategies which encourage
behavioral change: Rational approaches (information-giving); coercive strategies (forcing
someone to change); and cognitive strategies (enabling individuals to reflect on and evaluate
what they are doing and engaging with attitudes and beliefs). For a change to be successful
both the implementers and teachers must be effectively engaged. Changing teachers will
only come about if there is a change in attitudes and beliefs on the part of the teacher

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(cognitive change) and if the circumstances surrounding the change are such that they not lead
to resistance. (Kennedy 1999:vii) As a result, it is necessary to help potential users to
overcome their resistance by guiding and supporting them to help them change their VABs
concerning ADFs.

Non-appropriate innovation according to the context

For successful implementation great care needs to be given to set the groundwork, especially
when using IT (information technology). The issue of how an innovation is introduced and
implemented is crucial sometimes there is insufficient dialogue with the users of the
innovation before it is introduced (Rea-Dickins and Germaine 1992:11). This apparently was
the case with the NQTs in my study; they did not understand what was expected of them in
the forums which may have caused anxiety and a fear of attempting to participate in the
discussions.
Evans (1996:21) states that there is a fundamental duality to our response to change; we both
embrace and resist it. Change is inevitable but humans by nature resist it; thus, innovation
will always cause ambivalence; in addition, change means different things to different people.
Throughout my study I was able to observe first-hand how change encourages resistance,
challenges competence, creates uncertainty and causes conflict.
I am now aware that when introducing this type of innovation, from the very beginning both
teacher trainers and alumni must fully understand the concept of ADFs. Induction sessions
must address technical problems and access difficulties as well as explore and discuss
participants and teacher-trainers expectations since it is very easy to become confused,
frustrated and disappointed. First-time participants in an ADF will require a great deal of
encouragement and support which may require one-on-one IT training. However, the potential
long-term benefits and rewards of establishing a virtual learning community will be well worth
all of the time and energy invested.

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CONCLUSIONS
This study addressed the need for supporting NQTs to deal with the difficulties they face
when they find their first teaching positions fresh from the university. Given that the current
LEI program fails to appropriately link theory with practice and that the cultures of the
schools are not very supportive, I propose that at the Tuxtla Language School continue to
explore the use of ADFs, both for student teachers as well as for NQTs to develop a
collaborative reflective ADF culture, thus developing on-line learning communities which
provide peer support. This implies getting more teacher trainers involved in developing
reflective practices, collaborative problem solving and assigning on-line ADF assignments
during ITT so that when student-teachers finally graduate and leave the university, they will
continue to stay in touch and to support each other, thus developing a virtual learning
community.

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Reflective Epilogue
Looking back over my experience this last year implementing, setting up and managing an
ADF, I have become aware of the great challenges and satisfaction that I have experienced
throughout the course of this action research study. I have learnt a great deal in the process
and became aware of how useful all of the knowledge, skills and awareness I received
throughout my professional development have been throughout this process. In effect, I have
been able to link theory to practice addressing issues of CPD, school cultures, action research,
on-line learning, change management and innovation. I have also been able to learn quite a
deal about myself and how important tenacity and resilience are in both personal and
professional development.
Though this study concludes an important stage in my professional development, I do not
think of it as an ending, I see it as the beginning of the next stage of my career. As with all
learning, it is yet a phase in an on-going process. These past three years have been very
challenging for me, for it is not easy to work and study at the same time. Yet I am very
satisfied with my progress as I have been able to link theory to practice and this has had
enormous benefits for my students as I have gained confidence in my skills and have
attempted to innovate my teaching practice. I have incorporated the use of reflective journals,
non-directed feedback and the use of discussion forums in my classes.
I have also made many new friends throughout this MEd experience, I have had the
opportunity to interact with, and learn from colleagues and tutors who have guided and
supported me and provided the scaffolding necessary to help me move forward in my
professional development.
These are some concepts that have been especially significant for me:

Action research is not simple and requires a great deal of time and effort to explore
issues.

Collaboration and support are crucial throughout the process of innovation and
investigation. I feel fortunate that my tutor and colleagues were there to help me along
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in this complex journey and that they acted as life rafts for me when I felt that I was
drowning when conducting this study. .

It is very easy to make mistakes in a pilot project. The important thing is to learn from
them and see mistakes as an opportunity to move forward.

To sum up, I believe that despite the complexities involved in setting up, implementing and
managing an ADF, it is a very useful electronic resource which has the potential to enhance
learning. In spite of the difficulties I encountered, I believe that I have become much more
aware of the issues which affect NQTs and am now attempting to prepare student-teachers
more effectively. Ultimately, with my increased awareness, knowledge and skills, I shall be
better able to prepare them so that they may be able to successfully deal with the complexities
they encounter once they enter the workforce and school life.

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