A Case Study on EFL Teachers' Beliefs About the Teaching and Learning of English in Public Education

• Autores: Claudio Heraldo Díaz Larenas, Paola Alarcón Hernández, Mabel Ortiz Navarrete
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 171-186
• Idioma: inglés
• DOI: 10.30827/digibug.53765
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 9 Citas
• Resumen
  • español

    Las creencias de los docentes han sido un tema fascinante para los investigadores por la información que pueden aportar a la reflexión y el mejoramiento de la enseñanza y aprendizaje del inglés. Este estudio de caso tiene como objetivo la identificación de las creencias que sostienen un grupo de dieciséis profesores de inglés chilenos que se desempeñan en la educación pública secundaria. Se ha utilizado una entrevista semi-estructurada y una escala tipo Likert para recoger los datos de los participantes. El análisis de contenido y el software Atlasti han sido utilizados para transcribir, codificar y segmentar los datos para luego establecer siete categorías y seis subcategorías que ilustran lo que los participantes creen respecto de la enseñanza y aprendizaje del inglés.

    Palabras clave: creencias, inglés, profesores, educación secundaria.

  • English

    Teachers' beliefs have been a fascinating topic for researchers for the amount of input they can provide for reflection and the improvement of the teaching and learning of English. This case study aims at identifying the beliefs held by a group of sixteen Chilean EFL teachers who work in public secondary education. A semi-structured interview and a Likert type survey are used to collect data from the participants. Semantic content analysis and the Atlasti qualitative software are used to transcribe, code, and segment data to then establish seven categories and six subcategories that depict what participants believe regarding English teaching and learning.

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