Learning and teaching: Pre-service EFL teachers' beliefs

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dc.contributor.authorTagle Ochoa, Tania
dc.contributor.authorDiaz Larenas, Claudio
dc.contributor.authorAlarcon Hernandez, Paola
dc.contributor.authorQuintana Lara, Marcela
dc.contributor.authorRamos Leiva, Lucia
dc.contributor.authorEtchegaray Pezo, Paulo
dc.date2017
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.citationPAGINAS DE EDUCACION,Vol.10,64-90,2017
dc.identifier.doi10.22235/pe.v10i1.1359
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3790
dc.language.isoes
dc.publisherUNIV CATOLICA URUGUAY. FAC CIENCIAS HUMANAS
dc.sourcePAGINAS DE EDUCACION
dc.subject.englishbeliefs
dc.subject.englishteaching
dc.subject.englishlearning
dc.subject.englishforeign language
dc.subject.englishteacher training
dc.titleLearning and teaching: Pre-service EFL teachers' beliefs
dc.typeArticle
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uct.indizacionESCI
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