Enseñanza del inglés en el Máster de Secundarialas creencias del profesorado en formación inicial

  1. Juana Herrera Cubas 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Qurriculum: Revista de Teoría, Investigación y Práctica Educativa

ISSN: 1130-5371

Year of publication: 2019

Issue: 32

Pages: 227-244

Type: Article

DOI: 10.25145/J.QURRICUL.2019.32.13 DIALNET GOOGLE SCHOLAR lock_openRIULL editor

More publications in: Qurriculum: Revista de Teoría, Investigación y Práctica Educativa

Abstract

Pre-service teachers’ beliefs about foreign language learning are heavily influenced by their prior learning experience. These beliefs act as filters through which new knowledge is interpreted and teaching decisions in the professional context are taken. Numerous studies conclude that beliefs are resistant but can be changed. This paper presents four aspects of the practicum phase of the Masters’ Degree of Secondary Education that actually contributed to change: secondary students’ little competence in the foreign language; their lack of motivation to learn it; the teaching methodology observed and pre-service teachers’ consciousness of their prior learning experience.

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Data source: Dialnet