Beliefs of Chilean University English Teachers: Uncovering Their Role in the Teaching and Learning Process (Creencias de profesores universitarios de inglés: descubriendo su papel en el proceso de enseñanza y aprendizaje)

Autor/inn/en	Díaz Larenas, Claudio; Alarcón Hernández, Paola; Vásquez Neira, Andrea; Pradel Suárez, Boris; Ortiz Navarrete, Mabel
Titel	Beliefs of Chilean University English Teachers: Uncovering Their Role in the Teaching and Learning Process (Creencias de profesores universitarios de inglés: descubriendo su papel en el proceso de enseñanza y aprendizaje)
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 15 (2013) 2, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Teacher Attitudes; Educational Research; Beliefs; Foreign Countries; College Faculty; Teacher Education Programs; Teacher Role; Qualitative Research; English (Second Language); Second Language Learning; Diaries; Semantics; Content Analysis; Second Language Instruction; Language Teachers; Learning Processes; Teaching Methods; Learning Strategies; Teacher Evaluation; Semi Structured Interviews; Chile + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Belief; Glaube; Ausland; Fakultät; Lehrerrolle; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Diary; Tagebuch; Semantik; Inhaltsanalyse; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher appraisal; Lehrerbeurteilung
Abstract	Beliefs 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. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01