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| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidad de Antioquia
2013
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=255028697003 |
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Sommario:
- Stated vs. enacted belifs: looking at pre-service teachers’ pedagogical beliefs through classroom interaction Alberto Fajardo Lengua y Literatura Teacher education pedagogical beliefs classroom interaction This article explores the relationship between pedagogical beliefs and classroom practice. Two Colombian pre-service primary school language teachers in the final stage of their five-year training programme were the research participants. Interview and classroom observation were the methods used, and content analysis was the analytical approach. It is argued in this study that by comparing the stated beliefs (as articulated in interviews) and enacted beliefs (as manifested in classroom interaction), it is possible to gain a fine-grained understanding of the relationship between beliefs and teaching practice. The findings suggested that while there were significant cases of coherence between beliefs and classroom action, there was also evidence of some incongruent relationships. 2013 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255028697003 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.2 Vol.18