Beliefs of letters undergraduates about English teaching
DOI:
https://doi.org/10.5433/2237-4876.2000v3n1p125Keywords:
Beliefs, Undergraduates, English teaching.Abstract
The literature in the field of education has suggested that teachers have implicit beliefs about teaching and learning that guide their planning and their processes of decision-making in the classroom (Munby, 1982; Verloop, 1989, Johnson, 1994, and others). It has also been argued that undergraduate students join these programs with their own images of teaching and learning (Lortie, 1975, Bennett & Carré, 1993). This perspective finds support in the area of teacher thinking, that seeks to understand teaching based on how professionals think and act (Calderhead, 1987). Although studies in education have been addressing this perspective since the early 1980s, the adoption of such a theoretical framework for the teaching of foreign languages is recent (see Gimenez, 1995).
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