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An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices.

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dc.contributor.advisor Cuervo Alzate, Lady Viviana
dc.contributor.author Molina Martinez, Luz Mery
dc.coverage.spatial Bogotá D.C. es_ES
dc.date.accessioned 2019-10-07T22:15:05Z
dc.date.available 2019-10-07T22:15:05Z
dc.date.issued 2019-05-20
dc.identifier.citation Molina M., L. M. (2019). An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices. (Trabajo de grado). Corporación Universitaria Minuto de Dios. Bogotá- Colombia. es_ES
dc.identifier.uri https://hdl.handle.net/10656/7928 es_ES
dc.description To explore the relationship between pre-service teachers’ beliefs about teaching and their teaching practicum at UNIMINUTO. es_ES
dc.description.abstract This research explored pre-service teachers’ beliefs about teaching and the relationship that they can do with their teaching practices during the development of the same in the English Bachelor Program at Corporación Universitaria Minuto de Dios. It is worth to emphasize that this qualitative research with a narrative focus used autobiographical narratives as an instrument of analysis, which four pre-service teachers carried out before and during their teaching practice. Through this instrument, the data supported the three main categories established, being these teacher`s roles, methods, approaches, strategies and materials for English Language Teaching. As results of this research, it was found pre-service teachers’ articulated some of their beliefs related to the teacher’s role in the classroom with their teaching practicum. On the other hand, pre-service teachers changed other beliefs related to the methods, approaches or strategies to teach English language, it due to context where they developed their teaching practicum number one. Finally, the participants remarked their beliefs related to resources and materials to teach English Language during their teaching practicum number one. es_ES
dc.format.extent 60 páginas es_ES
dc.format.mimetype application/pdf en_EN
dc.language.iso en es_ES
dc.publisher Corporación Universitaria Minuto de Dios es_ES
dc.source reponame: Colecciones Digitales Uniminuto es_ES
dc.source instname: Corporación Universitaria Minuto de Dios es_ES
dc.subject Pre- service teachers es_ES
dc.subject beliefs about teaching es_ES
dc.subject teaching practice. es_ES
dc.title An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices. en_EN
dc.title.alternative An Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices. en_EN
dc.type Thesis en_EN
dc.description.abstractenglish This research explored pre-service teachers’ beliefs about teaching and the relationship that they can do with their teaching practices during the development of the same in the English Bachelor Program at Corporación Universitaria Minuto de Dios. It is worth to emphasize that this qualitative research with a narrative focus used autobiographical narratives as an instrument of analysis, which four pre-service teachers carried out before and during their teaching practice. Through this instrument, the data supported the three main categories established, being these teacher`s roles, methods, approaches, strategies and materials for English Language Teaching. As results of this research, it was found pre-service teachers’ articulated some of their beliefs related to the teacher’s role in the classroom with their teaching practicum. On the other hand, pre-service teachers changed other beliefs related to the methods, approaches or strategies to teach English language, it due to context where they developed their teaching practicum number one. Finally, the participants remarked their beliefs related to resources and materials to teach English Language during their teaching practicum number one. Key Words: pre- service teachers’ beliefs about teaching, teaching practice en_EN
dc.subject.lemb Práctica docente es_ES
dc.subject.lemb prácticas de enseñanza es_ES
dc.subject.lemb Ingles (enseñanza) es_ES
dc.subject.lemb creencias docentes es_ES
dc.rights.accessrights Restringido (texto completo) es_ES
dc.publisher.department Pregrado (Presencial) es_ES
dc.publisher.program Licenciatura en Lenguas Extranjeras con Énfasis en Inglés es_ES
dc.type.spa Trabajo de Grado es_ES
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dc.source.bibliographicCitation Barón, B.et al. (2017).Caracterización de las prácticas docentes universitarias. Bogotá. Corporación Universitaria Minuto de Dios.
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dc.source.bibliographicCitation Cuervo, L; Gamboa, A; Herrera, C & Lalle, C. (2016). La construcción de la identidad profesional de los docentes en formación de inglés desde la observación reflexiva:
dc.source.bibliographicCitation Fajardo, A. (2013). Stated vs. enacted beliefs: looking at pre-service teachers’ Pedagogical beliefs through classroom interaction. Íkala, revista de lenguaje y cultura, 18(2), 37–57.
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dc.source.bibliographicCitation Mak, S. H. Y. (2011). Tensions between conflicting beliefs of an EFL teacher in teaching practice. RELC Journal, 42(1), 53-67
dc.source.bibliographicCitation Riojas, M ; Alanís, I & Bustos, B. (2013). Early Childhood Teachers Reconstruct Beliefs and Practices Through Reflexive Action, Journal of Early Childhood Teacher Education, 34:1, 36-45, DOI: 10.1080/10901027.2013.758536
dc.source.bibliographicCitation Suárez, S & Basto, E. (2017). Identifying pre-service teachers’ beliefs about teaching efl and their potential changes. Profile Issues in Teachers’ Professional Development, 19(2), 167 184. http://dx.doi.org/10.15446/profile.v19n2.59675
dc.source.bibliographicCitation Valsecchi, M & Ponce, S. (Octubre, 2015). Creencias de docentes de inglés de escuela secundaria: su importancia e implicancia en la formación docente. Trabajo presentado en VIII jornadas nacionales y 1º congreso internacional sobre la formación del profesorado, Mar del plata, Argentina.


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