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Triggering Factors that Reinforce or Change EFL Preservice Teachers’ Beliefs during the Practicum
Factores que refuerzan o cambian creencias en futuros maestros practicantes de inglés
DOI:
https://doi.org/10.15446/profile.v24n1.90342Keywords:
English teaching, preservice teachers, teachers’ beliefs, teaching practicum (en)creencias de maestros, docentes en formación, enseñanza de inglés, práctica docente (es)
This exploratory case study seeks to examine the role that specific factors exert on the evolution of beliefs in preservice English teachers during their final teaching practicum. Data were collected through reflections, interviews, focus groups, and observations. The findings revealed that three groups of factors affect belief evolution during the practicum: participant subjectivity, contextual circumstances, and university support community. Subjectivities encompassed preservice teachers’ fears, reactions to real-life teaching challenges, and enthusiasm to become teachers. Contextual circumstances incorporated classroom circumstances and cooperating teachers. The university support community concerned their peers and the university tutor. Implications discuss the relevance of curricular and reflective agendas that enrich the education of future teachers through beliefs exploration.
Este estudio exploratorio examina el papel de factores específicos en la evolución de las creencias de futuros maestros de inglés sobre su práctica pedagógica. Los datos se recolectaron mediante observaciones, entrevistas, grupos focales y reflexiones. Los hallazgos develaron tres grupos de factores que afectaron la evolución de las creencias: la subjetividad involucró el temor de los estudiantes para desarrollar su práctica, reacciones a los retos y entusiasmo por convertirse en profesores. Los aspectos contextuales implicaron las circunstancias en las aulas y relaciones con profesores titulares. La comunidad de apoyo en la universidad incluyó a compañeros y tutor. Las implicaciones discuten la relevancia de agendas curriculares, reflexivas y colaborativas que enriquezcan la educación de futuros maestros a partir de la exploración de sus creencias en la práctica pedagógica.
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Copyright (c) 2022 Abel Andrés Periñán-Morales, John Jairo Viáfara-González, José Alexander Arcila-Valencia
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