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Chilean English Language Teachers Transforming Their Beliefs and Practices Through Reflection
Transformación de las creencias y prácticas de docentes chilenos de inglés mediante la reflexión
DOI:
https://doi.org/10.15446/profile.v26n2.108568Keywords:
beliefs, foreign languages, professional development, teaching practice (en)creencias, desarrollo profesional, lengua extranjera, práctica docente (es)
This qualitative study aims to show how the beliefs and teaching practices around listening comprehension of four Chilean English-as-a-foreign-language teachers were transformed after attending an eight-session reflective workshop. Data were gathered through semi-structured interviews and video-recorded and audio-recorded sessions. Information was analyzed using content analysis. Results evidenced that reflective practice positively affects the changes in beliefs and teaching practices in different ways. Conclusions show that this reframing is especially favored if certain factors (personal, professional development, and contextual) are given.
El objetivo de este estudio cualitativo es comprender cómo cuatro docentes chilenos de inglés transformaron sus creencias y prácticas docentes en relación con la comprensión auditiva después de asistir a un taller reflexivo de ocho sesiones. Los datos se recolectaron a través de entrevistas semiestructuradas y de sesiones grabadas en audio y video. Se realizó un análisis de contenido de la información recopilada. Los resultados evidenciaron que la práctica reflexiva incide positivamente en los cambios de las creencias y prácticas docentes en diferentes niveles. Las conclusiones muestran que esta reconfiguración se ve especialmente favorecida si se dan ciertos factores: personales, de desarrollo profesional y contextuales.
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