Teacher's beliefs of proficient teachers and their impact on pedagogical practices

Abstract

The main purpose of this investigation was to analyze teachers' beliefs in the teaching practice's basis of 3 novel proficient teachers in San Antonio School located in Villa Alemana. Under a qualitative approach, the information was gathered through a set of 2 interviews done to each of the teachers and 8 passive observations in the classroom. From here it was possible to fully understand the processes that take place in the teaching-learning context. The obtained results allowed us to learn about the main beliefs that the novel proficient teachers had their similarities, and differences, as well as the identifiable agreement between their speech and their pedagogical practices.