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dc.contributor.authorOrtiz Navarrete, Mabel
dc.contributor.authorDíaz, Claudio
dc.contributor.authorAlarcón Hernández, Paola
dc.contributor.authorVásquez, Andrea
dc.contributor.authorPradel, Boris
dc.identifier.citationProfile: Issues in Teachers’ Professional Development, vol. 15, N°2, 2013, pp. 85-97es_CL
dc.descriptionArtículo de publicación SCIELO
dc.description.abstractBeliefs continue to be an important source to get to know teachers’ thinking processes and pedagogical decisions. Research in teachers’ beliefs has traditionally come from English-speaking contexts; however, a great deal of scientific work has been written lately in Brazil, Mexico, Colombia, and Argentina. 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.es_CL
dc.publisherUniversidad Nacional de Colombiaes_CL
dc.rightsAtribucion-Nocomercial-SinDerivadas 3.0 Chile
dc.subjectTeacher's beliefses_CL
dc.subjectTeaching of Englishes_CL
dc.subjectUniversity leveles_CL
dc.titleBeliefs of Chilean University English Teachers: Uncovering Their Role in the Teaching and Learning Processes_CL
dc.title.alternativeCreencias de profesores universitarios de inglés: descubriendo su papel en el proceso de enseñanza y aprendizaje

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Atribucion-Nocomercial-SinDerivadas 3.0 Chile
Except where otherwise noted, this item's license is described as Atribucion-Nocomercial-SinDerivadas 3.0 Chile