Published

2017-07-01

Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes

Identificación de creencias de docentes en formación sobre la enseñanza de inglés como lengua extranjera y sus posibles cambios

DOI:

https://doi.org/10.15446/profile.v19n2.59675

Keywords:

Beliefs, English as a foreign language, pre-service teachers, teaching practicum (en)
creencias, docentes en formación, inglés como lengua extranjera, práctica docente (es)

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Authors

  • Sergio Andrés Suárez Flórez Universidad de Pamplona
  • Edwin Arley Basto Basto Universidad de Pamplona
This study aims at identifying pre-service teachers’ beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers’ beliefs changed once they faced the reality of the classroom.
Este estudio tiene como objetivo identificar las creencias de los practicantes sobre la enseñanza del inglés como lengua extranjera y hacer un seguimiento a sus posibles cambios durante la práctica docente. Los participantes se encontraban en quinto año del programa de licenciatura en lenguas extranjeras en una universidad pública en Colombia. Los datos fueron recolectados a través de una versión modificada del cuestionario sobre las creencias en el aprendizaje de una lengua antes de la práctica, ocho diarios de reflexión durante diez semanas y dos entrevistas semiestructuradas al final de la práctica docente. Los hallazgos revelaron que la mayoría de las creencias de los participantes cambiaron una vez enfrentaron la realidad del salón de clases.

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Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes. (2017). Profile: Issues in Teachers’ Professional Development, 19(2), 167-184. https://doi.org/10.15446/profile.v19n2.59675

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