Learning and teaching: Pre-service EFL teachers' beliefs

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datacite.alternateIdentifier.citationPAGINAS DE EDUCACION,Vol.10,64-90,2017
datacite.alternateIdentifier.doi10.22235/pe.v10i1.1359
datacite.creatorTagle Ochoa, Tania
datacite.creatorDiaz Larenas, Claudio
datacite.creatorAlarcon Hernandez, Paola
datacite.creatorQuintana Lara, Marcela
datacite.creatorRamos Leiva, Lucia
datacite.creatorEtchegaray Pezo, Paulo
datacite.date2017
datacite.subject.englishbeliefs
datacite.subject.englishteaching
datacite.subject.englishlearning
datacite.subject.englishforeign language
datacite.subject.englishteacher training
datacite.titleLearning and teaching: Pre-service EFL teachers' beliefs
dc.date.accessioned2021-04-30T16:59:16Z
dc.date.available2021-04-30T16:59:16Z
dc.description.abstractThe 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.
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3790
dc.language.isoes
dc.publisherUNIV CATOLICA URUGUAY. FAC CIENCIAS HUMANAS
dc.sourcePAGINAS DE EDUCACION
oaire.resourceTypeWOS
oaire.resourceType.enArticle
uct.catalogadorWOS
uct.indizacionESCI
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