Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning

Ana Cecilia Villarreal Ballesteros; Irlanda  Olave Moreno; Lizette Drusila Flores Delgado

doi:10.17323/jle.2020.10116

Ана Сесилия Вильярреал Баллестерос Автономный университет Чиуауа https://orcid.org/0000-0002-5884-0403
Ирланда Олав Морено Автономный университет Чиуауа https://orcid.org/0000-0003-2530-3254
Лизетт Друсила Флорес Дельгадо Автономный университет Чиуауа https://orcid.org/0000-0003-2209-096X

DOI: https://doi.org/10.17323/jle.2020.10116

Ключевые слова: концептуальные метафоры, убеждения учителей, педагогическое образование

Аннотация

Одной из основных целей программ подготовки преподавателей иностранных языков является подготовка специалистов, способных удовлетворить растущие требования общества к качеству преподавания. Однако мы часто сталкиваемся с тем, что влияние обучения современным теориям и методам на давно сложившуюся систему взглядов преподавателей и, как следствие, на их практическую деятельность, носит лишь ограниченный характер. Цель данного качественного интерпретативного исследования заключается в изучении используемых преподавателями при описании их философии преподавания концептуальных метафор (Лакофф и Джонсон, 2008) как способа раскрытия их глубинных когнитивных схем. Мы предполагаем, что осознание будущими преподавателями укоренившихся метафор, которые они используют, говоря о преподавании и обучении, может стать первым шагом к изменению их наблюдаемого поведения. Результаты данного исследования показывают, что, несмотря на знакомство с современными теориями преподавания и обучения, будущие преподаватели склонны придерживаться устаревших теорий. Выводы настоящего исследования в сочетании с другими стратегиями могут помочь преподавателям более эффективно знакомить учащихся с современными идеями о преподавании и обучении и осознавать свою роль в улучшении языкового образования.

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Биографии авторов

Ана Сесилия Вильярреал Баллестерос, Автономный университет Чиуауа

Ana Cecilia Villarreal Ballesteros is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She has a PhD in Second Language Acquisition and Teaching from University of Arizona. She teaches undergraduate and graduate courses in Applied Linguistics and TESOL. She has authored publications in second language learning and teaching.

Ирланда Олав Морено, Автономный университет Чиуауа

Irlanda Olave is a full-time tenured professor and researcher at the Universidad Autónoma de Chihuahua. She holds a Doctoral Degree in Education and teaches undergraduate and graduate courses in TESOL and British Literature. She has authored publications on self and co-regulation of learning and has presented them in numerous conferences

Лизетт Друсила Флорес Дельгадо, Автономный университет Чиуауа

Lizette Flores is a full-time tenured professor at the Universidad Autónoma de Chihuahua. She holds a PhD in ELT from the University of Southampton, UK. She teaches undergraduate courses in TESOL and American and British history. Her research interests include mentoring, professional identity and learner and teacher autonomy.

Universidad Autónoma de Chihuahua

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