An exploration of EFL teachers' beliefs and practices of grammar instrucction in Chile
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Archivos
Fecha
2015
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
This study investigated Chilean EFL teachers‘ beliefs and practices, how they relate to each other, and the gaps among them. Although much has been written about what teachers think and do inside the classroom, studies that explore these gaps are lacking. A mixed-methods approach incorporating a questionnaire, class observations and interviews allowed the researchers to obtain data regarding teachers‘ stated beliefs, classroom practices, personal views, and to compare and contrast them. Incongruities were found between teachers‘ cognitions and practices, which are analyzed with relation to previous findings in research and interviewees‘ views. The findings indicate that contextual factors, past experiences as learners and teachers, and the school and national curriculum have an actual impact on the teachers.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)
Palabras clave
Inglés, Enseñanza, Chile