“But practice proves otherwise”: appraisal of the knowledge gained during initial teacher training among in-service English teachers in Chile 2016-2019

Abstract

This exploratory study examines how English teachers assess the different competencies and contents studied during their initial teacher training. To this end, an online survey (n=325) addressed to in-service teachers was conducted. This allowed us to have an overview of teachers’ appraisal of the different pedagogical and discipline-specific contents that are commonly included in pedagogy programs and which are part of INICIA standards. In addition, we inquired about the knowledge they considered to be absent during their initial training, but essential for professional practice. The results show low evaluation of the acquired knowledge, considering it of little use for their practice and the need to reinforce the competencies related to classroom management, methodology and school management. This study contributes to the reflection on: the depth in which the different training areas are developed in pedagogy programs; the design of the curriculum; the connection between theory and practice.