Exploring the Formation of Methodological Beliefs among English Teachers in Chile

Victor Birkner , Tamara Cortés , Rosa Delicio

Abstract



The purpose of this case study is to gain a deep understanding of how Chilean teachers of English construct the beliefs that inform their methodology in vulnerable contexts. The data were collected from semi-structured interviews analysed thematically. Six themes were identified from the analysis which includes: previous experience, social interaction, teaching materials, attitudes towards mistakes, teacher self-perception, and challenges outside the classroom. Although the study confirms the findings of previous studies, two relevant themes, attitudes towards mistakes and challenges outside the classroom, emerged to contribute to the theoretical development of teachers´ methodological beliefs. The study ends with recommendations for future research.

 


Keywords


English Language Teaching; Methodology; Teacher beliefs

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DOI: https://doi.org/10.58524/smartsociety.v3i1.229

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