The Role of English Pre-Service Teachers’ Beliefs About Teaching in Teacher Education Programs

dc.creator	Castellanos Jaimes Judith
dc.date	2013-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:21Z
dc.date.available	2015-08-12T11:19:21Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/985f9f8145a84a9c946b4c29b47e13ad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27530
dc.description	<div>This paper presents a review of studies on pre-service teachers’ beliefs about teaching. The purpose <span style="font-size: 10px;">of the article is to show teacher educators the relevance of exploring such issue in the classroom. Preservice </span><span style="font-size: 10px;">teachers come into the teaching profession with beliefs about teaching; sometimes they are </span><span style="font-size: 10px;">aware of them, other times they are not. The studies reviewed in this paper demonstrate that when </span><span style="font-size: 10px;">teacher educators ascertain this principle, they clearly integrate it in their syllabi thus aiding preservice </span><span style="font-size: 10px;">teachers to acquire awareness of their entering beliefs about teaching and to experience changes </span><span style="font-size: 10px;">in them so that explicit beliefs guide and inform the act of teaching. Teacher educators assist this </span><span style="font-size: 10px;">process through reflection, course content, and learning activities, as well as by engaging in research</span></div><div>activities.</div><div><br /></div><div><div>En este artículo se presenta una revisión de varios estudios sobre las creencias de los docentes en <span style="font-size: 10px;">formación acerca de la enseñanza. El propósito es mostrar a los educadores de docentes en formación </span><span style="font-size: 10px;">la relevancia de explorar este tema en el salón de clase. Los profesores en formación entran a la</span></div><div>profesión docente con creencias acerca de la enseñanza; algunas veces son conscientes de estas, otras <span style="font-size: 10px;">veces no. Los estudios aquí citados demuestran que cuando los educadores de docentes en formación </span><span style="font-size: 10px;">asumen este principio, lo integran claramente en el currículo, y de este modo ayudan a los docentes en </span><span style="font-size: 10px;">formación a ser conscientes de sus propias creencias iniciales y a transformarlas, de tal forma que les </span><span style="font-size: 10px;">guíen e informen acerca de su labor pedagógica. Los educadores apoyan este proceso por medio de la </span><span style="font-size: 10px;">reflexión, los contenidos, las actividades de aprendizaje y las actividades investigativas. </span></div></div>
dc.language	English
dc.publisher	Universidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relation	http://www.revistas.unal.edu.co/index.php/profile/article/view/37878
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 15, Iss 1, Pp 195-206 (2013)
dc.subject	Beliefs about teaching, pre-service English teachers, teacher education programs
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Role of English Pre-Service Teachers’ Beliefs About Teaching in Teacher Education Programs
dc.type	article