Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching beliefs, particularly about oral corrective feedback (i.e. teachers’ responses to students’ language errors). The teachers’ responses were subjected to an exploratory factor analysis which revealed several dimensions underlying their beliefs. To examine how these beliefs affect classroom performance, 10 of the teachers were first asked to indicate how they would correct language errors illustrated in hypothetical (videotaped) classroom scenarios and were then observed teaching an authentic...

Ver ficha completa