Masatoshi, SatoConcha Soto, MarielaOliva Barriga, EvelynSalas Rubina, RafaelSinclair Du Plessis, Emma-JaneVásquez Reyes, PabloVenegas Vallejo, GabrielFacultad de Humanidades y Educación2018-06-112018-06-112015http://repositorio.unab.cl/xmlui/handle/ria/6008Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)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.esInglésEnseñanzaChileTesis