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

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dc.contributor.advisorCuervo Alzate, Lady Viviana
dc.contributor.authorMolina Martinez, Luz Mery
dc.coverage.spatialBogotá D.C.es_ES
dc.date.accessioned2019-10-07T22:15:05Z
dc.date.available2019-10-07T22:15:05Z
dc.date.issued2019-05-20
dc.descriptionTo explore the relationship between pre-service teachers’ beliefs about teaching and their teaching practicum at UNIMINUTO.es_ES
dc.description.abstractThis 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.description.abstractenglishThis 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 practiceen_EN
dc.format.extent60 páginases_ES
dc.format.mimetypeapplication/pdfen_EN
dc.identifier.citationMolina 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.urihttps://hdl.handle.net/10656/7928es_ES
dc.language.isoenes_ES
dc.publisherCorporación Universitaria Minuto de Dioses_ES
dc.publisher.departmentPregrado (Presencial)es_ES
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Ingléses_ES
dc.rights.accessrightsRestringido (texto completo)es_ES
dc.sourcereponame: Colecciones Digitales Uniminutoes_ES
dc.sourceinstname: Corporación Universitaria Minuto de Dioses_ES
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dc.source.bibliographicCitationFajardo, 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.bibliographicCitationJohnson, R. B., & Christensen, L. B. (2011). Chapter 19: Data analysis in qualitative and mixed research. Educational research methods: Quantitative, qualitative, and mixed approaches, 515-545.
dc.source.bibliographicCitationMak, S. H. Y. (2011). Tensions between conflicting beliefs of an EFL teacher in teaching practice. RELC Journal, 42(1), 53-67
dc.source.bibliographicCitationRiojas, 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.bibliographicCitationSuárez, 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.bibliographicCitationValsecchi, 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.
dc.subjectPre- service teacherses_ES
dc.subjectbeliefs about teachinges_ES
dc.subjectteaching practice.es_ES
dc.subject.lembPráctica docentees_ES
dc.subject.lembprácticas de enseñanzaes_ES
dc.subject.lembIngles (enseñanza)es_ES
dc.subject.lembcreencias docenteses_ES
dc.titleAn Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices.en_EN
dc.title.alternativeAn Unknown Marriage in Pre-Service Teachers: Beliefs and Their Practices.en_EN
dc.typeThesisen_EN
dc.type.spaTrabajo de Gradoes_ES

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