In-service and training teachers' beliefs about teaching and learning of English

Abstract

The study was developed through the use of mixed methods, in a non-experimental basis. This research identifies, analyzes and compares the beliefs held by both in-service and training English teachers regarding the process of teaching and learning English as a foreign language and self-efficacy in the context of teaching practice. Thirty-three people were recruited as participants. Nine were in-service EFL teachers and twenty-four were pre-service teachers. The information was collected through a focus group and the adaptation of Liao's (2007) "Questionnaire of teaching beliefs of elementary school English teachers". The findings show that the beliefs of both groups of teachers are close to constructivist and communicative pedagogical practices, but in reality, they develop their classes in a traditional way. Although both groups declared beliefs aligned with the communicative approach and constructivism, teaching practices associated with a traditional behavioral perspective of language education and learning were carried out. It was concluded that the differences between the beliefs of ILE teachers, in service and in training, regarding the teaching and learning process of English as a foreign language, and self-efficacy are not immediate, so they include the relationship of their personal beliefs, teaching practices and, of course, experiences they have lived.