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Beliefs and Practices of Ecuadorian EFL Preservice Teachers About Teaching Speaking Skills
Creencias y prácticas de profesores ecuatorianos de inglés en formación sobre la enseñanza de la expresión oral
DOI:
https://doi.org/10.15446/profile.v27n2.116833Keywords:
beliefs, practices, preservice teachers, speaking, teaching (en)creencias, enseñanza, habla, prácticas, profesores en formación (es)
This qualitative case study explores the beliefs and practices of five Ecuadorian English as a foreign language (EFL) preservice teachers about teaching speaking skills, as observed during their practicum. Data collected through classroom observations, interviews, and field notes over a semester show a complex relationship between the participants’ beliefs and practices, with convergences in collaborative methods, games, technology, timing, and immersion strategies. However, divergences were found in repetition, immersion strategies, and timing. The results underscore the need for teacher education programs to address these discrepancies, thereby better preparing preservice teachers for the demands of contemporary EFL teaching. The study enriches the discussion on language education in Latin America, shedding light on the unique challenges and opportunities for Ecuadorian EFL teachers.
Este estudio de caso investiga las creencias y prácticas de cinco profesores ecuatorianos en formación sobre la enseñanza de habilidades orales en inglés. A partir de observaciones en clase, entrevistas y notas de campo, se identifica una compleja relación entre creencias y prácticas, que evidencian convergencias en el uso de métodos colaborativos, juegos, temporización, tecnología y estrategias de inmersión, pero divergencias en la repetición, las estrategias de inmersión y la temporización. Los hallazgos destacan la necesidad de que los programas de formación docente enfrenten estas discrepancias para mejorar la preparación de los docentes en formación ante las demandas de la enseñanza moderna del inglés. Este estudio contribuye al debate sobre la enseñanza de lenguas en América Latina, puesto que destaca los retos y las oportunidades para los docentes de inglés.
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Copyright (c) 2025 Jardel Coutinho dos Santos, Gloria Luque-Agulló
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