The Influence of Pre-Service Teachers' Beliefs About the Use of Literature on the Development of Communication Skills in English Learners.
This co-constructed autoethnography study aimed at analyzing how pre-service teachers’ beliefs about the use of literature in the language classroom influence the development of communication skills among learners in different practicum scenarios. We, as three pre-service English teachers, developed...
- Autores:
-
Noreña Arias , Susana
Ortíz Restrepo, Julián Stiven
Cárdenas Gil , Juan Esteban
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Católica Luis Amigó
- Repositorio:
- Repositorio Institucional Universidad Católica Luis Amigó
- Idioma:
- eng
- OAI Identifier:
- oai:repository.ucatolicaluisamigo.edu.co:20.500.14531/2612
- Acceso en línea:
- http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2612
- Palabra clave:
- Teachers’ beliefs
Pre-service teachers
Literature in education
Communication skills
English Learners
a
- Rights
- License
- https://creativecommons.org/licenses/by-nd/4.0/
| Summary: | This co-constructed autoethnography study aimed at analyzing how pre-service teachers’ beliefs about the use of literature in the language classroom influence the development of communication skills among learners in different practicum scenarios. We, as three pre-service English teachers, developed a document analysis through a narrative to identify our beliefs towards the use of literature inside the classroom, a collaborative witnessing developing an interview protocol to characterize those beliefs built by our learning experiences, and an observation using a sampled journal to describe our practices using literature and developing communicative skills on EFL learners. The data analysis led to the conclusion that teachers’ beliefs had an impact on our pre-service teaching practices leading to the use of literature in the classroom and focusing on learners’ communicative skills development. It became evident that literature not only enhanced reading comprehension but also played a crucial role in promoting language proficiency across multiple skill areas, including writing, listening, and speaking. By incorporating literature into our instructional strategies, we witnessed students' increased engagement, motivation, and language acquisition. |
|---|