Stated vs. enacted beliefs: looking at pre-service teachers’ pedagogical beliefs through classroom interaction
DOI:
https://doi.org/10.17533/udea.ikala.15013Keywords:
teacher education, pedagogical beliefs, classroom interactionAbstract
This article explores the relationship between pedagogical beliefs and classroom practice. Two Colombian pre-service primary school language teachers in the final stage of their five-year training programme were the research participants. Interview and classroom observation were the methods used, and content analysis was the analytical approach. It is argued in this study that by comparing the stated beliefs (as articulated in interviews) and enacted beliefs (as manifested in classroom interaction), it is possible to gain a fine-grained understanding of the relationship between beliefs and teaching practice. The findings suggested that while there were significant cases of coherence between beliefs and classroom action, there was also evidence of some incongruent relationships.
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