Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study
<div>This paper contains the description of a research project that was carried out in the Bachelor of Arts in <span style="font-size: 10px;">English Language Teaching program at a Mexican university. The study was longitudinal and it tracked </span><span style="f...
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| Format: | Article |
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Universidad Nacional de Colombia
2013-04-01
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| Series: | Profile: Issues in Teachers' Professional Development |
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| Online Access: | http://www.revistas.unal.edu.co/index.php/profile/article/view/37866 |
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| author | Cota Grijalva Sofía D. Ruiz-Esparza Barajas Elizabeth |
| author_facet | Cota Grijalva Sofía D. Ruiz-Esparza Barajas Elizabeth |
| author_sort | Cota Grijalva Sofía D. |
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| description | <div>This paper contains the description of a research project that was carried out in the Bachelor of Arts in <span style="font-size: 10px;">English Language Teaching program at a Mexican university. The study was longitudinal and it tracked </span><span style="font-size: 10px;">fourteen students for four semesters of the eight semester program. The aim was to identify pre-service </span><span style="font-size: 10px;">teachers’ beliefs about English language teaching and learning at different stages of instruction while </span><span style="font-size: 10px;">they were taking the teaching practice courses in the program. The instruments employed were questionnaires </span><span style="font-size: 10px;">and semi-structured interviews. The results demonstrated that students made links between </span><span style="font-size: 10px;">theory and practice creating some changes in previous beliefs. The study revealed an increase of awareness </span><span style="font-size: 10px;">and a better understanding of the complex processes involved in teaching and learning. </span></div><div><br /></div><div><span style="font-size: 10px;"><div>En este artículo se describe una investigación que se llevó a cabo en el programa de Licenciatura <span style="font-size: 10px;">en Enseñanza del Inglés de una universidad mexicana. El estudio fue longitudinal, el cual siguió la </span><span style="font-size: 10px;">trayectoria de catorce estudiantes de la licenciatura durante cuatro de los ocho semestres del programa </span><span style="font-size: 10px;">académico. El propósito fue identificar las creencias de estos maestros principiantes, quienes cursaban</span></div><div>sus clases de práctica docente del programa, acerca de la enseñanza y el aprendizaje del inglés en <span style="font-size: 10px;">diferentes etapas de sus estudios. Los instrumentos utilizados fueron cuestionarios y entrevistas semiestructuradas. </span><span style="font-size: 10px;">Los resultados demostraron que los estudiantes articularon la teoría con la práctica, </span><span style="font-size: 10px;">lo cual incidió en sus creencias anteriores. El estudio también reveló que comprendieron mejor los </span><span style="font-size: 10px;">complejos procesos involucrados en la enseñanza y el aprendizaje.</span></div></span></div> |
| format | Article |
| id | doaj-art-04ad696f1c7441c889d4e63d1b60a656 |
| institution | DOAJ |
| issn | 1657-0790 |
| language | English |
| publishDate | 2013-04-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-04ad696f1c7441c889d4e63d1b60a6562025-08-20T03:16:47ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902013-04-011518195Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal StudyCota Grijalva Sofía D.Ruiz-Esparza Barajas Elizabeth<div>This paper contains the description of a research project that was carried out in the Bachelor of Arts in <span style="font-size: 10px;">English Language Teaching program at a Mexican university. The study was longitudinal and it tracked </span><span style="font-size: 10px;">fourteen students for four semesters of the eight semester program. The aim was to identify pre-service </span><span style="font-size: 10px;">teachers’ beliefs about English language teaching and learning at different stages of instruction while </span><span style="font-size: 10px;">they were taking the teaching practice courses in the program. The instruments employed were questionnaires </span><span style="font-size: 10px;">and semi-structured interviews. The results demonstrated that students made links between </span><span style="font-size: 10px;">theory and practice creating some changes in previous beliefs. The study revealed an increase of awareness </span><span style="font-size: 10px;">and a better understanding of the complex processes involved in teaching and learning. </span></div><div><br /></div><div><span style="font-size: 10px;"><div>En este artículo se describe una investigación que se llevó a cabo en el programa de Licenciatura <span style="font-size: 10px;">en Enseñanza del Inglés de una universidad mexicana. El estudio fue longitudinal, el cual siguió la </span><span style="font-size: 10px;">trayectoria de catorce estudiantes de la licenciatura durante cuatro de los ocho semestres del programa </span><span style="font-size: 10px;">académico. El propósito fue identificar las creencias de estos maestros principiantes, quienes cursaban</span></div><div>sus clases de práctica docente del programa, acerca de la enseñanza y el aprendizaje del inglés en <span style="font-size: 10px;">diferentes etapas de sus estudios. Los instrumentos utilizados fueron cuestionarios y entrevistas semiestructuradas. </span><span style="font-size: 10px;">Los resultados demostraron que los estudiantes articularon la teoría con la práctica, </span><span style="font-size: 10px;">lo cual incidió en sus creencias anteriores. El estudio también reveló que comprendieron mejor los </span><span style="font-size: 10px;">complejos procesos involucrados en la enseñanza y el aprendizaje.</span></div></span></div>http://www.revistas.unal.edu.co/index.php/profile/article/view/37866Learning beliefs, pre-service teachers, teaching beliefs. |
| spellingShingle | Cota Grijalva Sofía D. Ruiz-Esparza Barajas Elizabeth Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study Profile: Issues in Teachers' Professional Development Learning beliefs, pre-service teachers, teaching beliefs. |
| title | Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study |
| title_full | Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study |
| title_fullStr | Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study |
| title_full_unstemmed | Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study |
| title_short | Pre-Service Teachers’ Beliefs about Language Teaching and Learning: A Longitudinal Study |
| title_sort | pre service teachers beliefs about language teaching and learning a longitudinal study |
| topic | Learning beliefs, pre-service teachers, teaching beliefs. |
| url | http://www.revistas.unal.edu.co/index.php/profile/article/view/37866 |
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