How are Experienced EFL Teachers’ Beliefs Shaped by their Own Experiences Learning English at School?

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dc.creatorAlvear, Estefania
dc.creatorRosas-Maldonado, Maritza
dc.creatorMartin, Annjeanette
dc.date2023
dc.date.accessioned2025-11-18T19:42:51Z
dc.date.available2025-11-18T19:42:51Z
dc.description<p>Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers’ beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers’ school stories via narrative frames and semi-structured interviews. Findings suggested that the participants’ positive learning experiences still impact their pedagogical beliefs. Furthermore, their teaching experiences and professional development opportunities were found to play a significant role in reshaping participants’ beliefs that were initially framed by their negative learning experiences. Implications for in-service teachers and pre-service language teacher education highlight the value of reflection as a life-long practice.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/2af44865-739a-4497-9a2e-c6a659d6c352
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/52560
dc.languageeng
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourcevol.47 (2023) nr.3 p.1-14
dc.subjectExperienced EFL teachers
dc.subjectPedagogical beliefs
dc.subjectProfessional development
dc.subjectSchool language learning experiences
dc.subjectTeaching experience
dc.titleHow are Experienced EFL Teachers’ Beliefs Shaped by their Own Experiences Learning English at School?eng
dc.typeArticleeng
dc.typeArtículospa
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