Learning and teaching: Pre-service EFL teachers’ beliefs

Authors

  • Tania Tagle Ochoa Universidad Católica de Temuco
  • Claudio Díaz Larenas Universidad de Concepción
  • Paola Alarcón Hernández Universidad de Concepción
  • Marcela Quintana Lara Universidad Arturo Prat
  • Lucía Ramos Leiva Universidad Católica del Norte
  • Paulo Etchegaray Pezo Universidad Católica de Temuco

DOI:

https://doi.org/10.22235/pe.v10i1.1359

Keywords:

beliefs, teaching, learning, foreign language, teacher training

Abstract

The purpose of this study was to identify beliefs in relation to teaching and learning held by pre-service EFL teachers from two Chilean universities. The participants were 180 students from first, third and fifth year. Quantitative research methodology and a descriptive-comparative design were implemented. The technique used to gather data was an inventory focused on beliefs regarding teaching and learning (Tagle, 2008). Analysis of variance and post hoc tests were employed to analyze the data. The results show statistically significant differences among the first, and third and fifth year participants in eight out of twelve teaching dimensions included in the inventory. A potential change was identified in prospective teachers’ beliefs, which is associated with their undergraduate training process.

Downloads

Download data is not yet available.

References

Alberca, R. V., y Frisancho, S. (2011). Percepción de la reflexión docente en un grupo de maestros de una escuela pública de Ayacucho. Educación, 20(38), 25-44.

Blázquez, F., y Tagle, T. (2010). Formación docente: Un estudio de las creencias de alumnos y profesores sobre el proceso de enseñanza y aprendizaje del inglés. Revista Iberoamericana de Educación, 54(4), 1-12.

Borg, M. (2004). Key concepts in ELT: The apprenticeship of observation. ELT Journal, 58(3), 274-276.

Borg, S. (2006). Teacher cognition and language education: Research and practice. Londres, Inglaterra: Continuum.

Celce-Murcia, M. (2014). An overview of language teaching methods and approaches. En M. Celce-Murcia, D. M. Brinton, y M. A. Snow (Eds.), Teaching English as a second or foreign language (4a ed.) (pp. 2-14). Boston, MA: National Geographic Learning.

Chacón, C. (2006). Formación inicial y competencia comunicativa: Percepciones de un grupo de docentes de inglés. Educere, 10(32), 121-130.

Coll, C. (1990). Aprendizaje escolar y construcción del conocimiento. Barcelona, España: Paidós.

Cota, S., y Ruiz-Esparza, E. (2012). Pre-service teachers’ beliefs about language teaching and learning: A longitudinal study. PROFILE, Issues in Teachers' Professional Development, 15(1), 81-95.

Dewey, J. (1933). How we think. Londres, Inglaterra: D.C. Health.

Díaz, C., Martínez, P., Roa, I., y Sanhueza, M. G. (2010). Los docentes en la sociedad actual: Sus creencias y cogniciones pedagógicas respecto al proceso didáctico. Revista de la Universidad Bolivariana, 9(25), 421-436.

Erkmen, B. (2014). Novice EFL teachers’ beliefs about teaching and learning, and their classroom practices. H. U. Journal of Education, 29(1), 99-113.

Ertmer, P. A., y Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

Farrell, T. S. C., y Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176.

Farrell, T. S. C., e Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5) 594-610.

Gobierno de Chile. (2015). Entrega de resultados de aprendizaje 2014: Simce e indicadores de desarrollo personal y social. Recuperado de http://archivos.agenciaeducacion.cl/resultados-2014/Presentacion_Entrega_Resultados_2014_8_II_III.pdf

Hall, G. (2011). Exploring English language teaching: Language in action. Abingdon, Inglaterra: Routledge.

Hughes, R. (2013). Teaching and researching speaking (2a ed.). Abingdon, Inglaterra: Routledge.

Larsen-Freeman, D., y Anderson, M. (2011). Techniques and principles in language teaching (3ª ed.). Oxford, Inglaterra: Oxford University Press.

León, O. G., y Montero, I. (2002). Métodos de investigación en psicología y educación. Madrid, España: McGraw-Hill.

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.

Mak, S. H. (2011). Tensions between conflicting beliefs of an EFL teacher in teaching practice. RELC Journal, 42(53), 53-67.

Malderez, A., y Bodóczky, C. (2002). Mentor courses: A resource book for trainer-trainers. Cambridge, Inglaterra: Cambridge University Press.

Malderez, A., y Wedell, M. (2007). Teaching teachers: Processes and practices. Londres, Inglaterra: Continuum.

Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and Teacher Education, 23(8), 1272-1288.

Ministerio de Educación de Chile. (2013). Estándares orientadores para carreras de pedagogía en inglés. Santiago, Chile: Ministerio de Educación de Chile.

Özmen, K. S. (2012). Exploring student teachers’ beliefs about language learning and teaching: A longitudinal study. Current Issues in Education, 15(1), 1-16.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.

Prieto, L. (2007). Autoeficacia del profesor universitario: Eficacia percibida y práctica docente. Madrid, España: Narcea Ediciones.

Richards, J. C. (2006). Communicative language teaching today. Nueva York, NY: Cambridge University Press.

Richards, J. C., y Lockhart, C. (2007). Reflective teaching in second language classrooms. Nueva York, NY: Cambridge University Press.

Richards, J. C., y Rodgers, T. S. (2014). Approaches and methods in language teaching (3ª ed.). Cambridge, Inglaterra: Cambridge University Press.

Schön, D. (1983). The reflective practitioner: How professionals think in action. Londres, Inglaterra: Temple Smith.

Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Soler, E. (2006). Constructivismo, innovación y enseñanza efectiva. Caracas, Venezuela: Equinoccio.

Tagle, T. (2008). Formación docente: Un estudio de las creencias de alumnos y profesores sobre el proceso de enseñanza y aprendizaje del inglés (Tesis doctoral). Universidad de Extremadura, Badajoz, España.

Tagle, T., Díaz, C., Alarcón, P., Quintana, M., y Ramos, L. (2014). Creencias de estudiantes de pedagogía sobre la enseñanza del inglés. FOLIOS, 39, 77-87.

Wallace, M. J. (2002). Training foreign language teachers: A reflective approach. Cambridge, Inglaterra: Cambridge University Press.

Zabala, A. (1996). Los enfoques didácticos. En C. Coll, E. Martín, T. Mauri, M. Miras, J. Onrubia, I. Solé y A. Zabala (Eds.), El constructivismo en el aula (pp. 125-161). Barcelona, España: Graó.

Zabalza, M. A. (2009). Diseño y desarrollo curricular (11a ed.). Madrid, España: Narcea.

Zeichner, K. M., y Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.

Zeichner, K. M., y Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621.

Published

2017-06-09

How to Cite

Tagle Ochoa, T., Díaz Larenas, C., Alarcón Hernández, P., Quintana Lara, M., Ramos Leiva, L., & Etchegaray Pezo, P. (2017). Learning and teaching: Pre-service EFL teachers’ beliefs. Páginas De Educación, 10(1), 64–90. https://doi.org/10.22235/pe.v10i1.1359

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.