Teacher beliefs of a trained and untrained English Primary teacher. To what extend do they differ and influence their teaching?

Seminar paper from the year 2019 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, Bielefeld University, language: English, abstract: Many studies on different styles of teaching and its impact on the student's learning success have been performed, while only a few studies have dealt with teachers as persons and in which way their beliefs influence their teaching. In addition, these studies do not specifically address English primary school teachers and their beliefs in their own professional record. As the BIG-Studie is the only German research so far that, at least approximately, investigated on behalf of this subject, it may be concluded that there is an apparent need for further study on that area of research. Thus, this study aims to investigate the relationship between teaching and factors such as teacher beliefs, professional records and educational backgrounds. The sample group for the study consisted of two teachers from one elementary school, of which one of them is an untrained English teacher whereas the other one is a trained English teacher. Data consist of two guided interviews and their transcripts. The collected data were used to provide a descriptive and comparative analysis to address the research questions and to help developing new structures and trainings for the purpose of fighting the shortage of English teachers. Findings could provide evidence that despite the public demand of hiring trained teachers, as they seem to be obligatory to ensure the lesson's quality, an untrained English teacher is able to compensate his lack of training since his teaching is rather similar to the teaching of a trained English teacher.