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Beliefs of Chilean University English Teachers: Uncovering Their Role in the Teaching and Learning Process
Creencias de profesores universitarios de inglés: descubriendo su papel en el proceso de enseñanza y aprendizaje
Keywords:
Learning, teachers’ beliefs, teaching of English, university level (en)Aprendizaje, creencias de docentes, enseñanza del inglés, universidad (es)
This study elicits 30 Chilean university teachers’ beliefs about their own role in the teaching and learning of English in university environments. Through a qualitative research design, the data collected from interviews and journals were analyzed, triangulated, and categorized based on semantic content analysis. Results of the study indicate that university teachers reveal challenging and complex views about what it is like to teach English as a foreign language in a university context in Chile. The article concludes with a call to reflect on the importance of beliefs unravelling in teacher education programmes.
Este estudio recoge las creencias de treinta docentes universitarios chilenos sobre su papel en la enseñanza y aprendizaje del inglés en ambientes universitarios. A partir de un diseño de investigación cualitativo, los datos recolectados por medio de entrevistas y diarios personales fueron analizados, triangulados y categorizados según el análisis de contenido semántico. Los resultados indicaron que los docentes de educación superior tienen visiones desafiantes y complejas sobre lo que significa enseñar inglés como lengua extranjera en un contexto universitario en Chile. El artículo concluye con una invitación a reflexionar sobre la importancia de transparentar las creencias en los programas de formación inicial docente.
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Copyright (c) 2013 Claudio Díaz Larenas, Paola Alarcón Hernández, Andrea Vásquez Neira, Boris Pradel Suárez, Mabel Ortiz Navarrete
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