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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Pre-service teachers' beliefs in the activity of learning to teach English in the Chilean context 1542

Barahona M.
PhD Education, Dr., Tutor in Spanish at the Australian National University, Lecturer in the MA TESOL at the University of Canberra, Australia

Abstract
Research on teachers' beliefs has gained significant attention in second/foreign language teacher education literature in the last 20 years [3]. These studies have highlighted the relevance of teachers' beliefs on teachers' decisions and practices. Although research on beliefs has contributed to our understanding of what teachers think and do, largely these studies have been framed at an individual level [12]. However, more recently research has emerged primarily from sociocultural perspectives exploring the social origin of beliefs [2]. This paper examines English as a foreign language (EFL) pre-service teachers' beliefs about language teaching as part of the activity of learning to teach English in the Chilean context. This paper argues that beliefs mediate pre-service teachers' learning, and that they can potentially develop into concepts. This study suggests that beliefs are shaped and reshaped as pre-service teachers engage in the activity of learning to teach English.

Keywords: beliefs, concepts, psychological tools, second-language teacher education, pre-service teachers, practicum

Column: Scientific Life

For Reference

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