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dc.contributor.advisorPoole, Michael Paige
dc.contributor.authorDelgado Castro, Karen Lorena
dc.date.accessioned2017-08-31T20:19:33Z
dc.date.available2017-08-31T20:19:33Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10584/7487
dc.descriptionThis was a case study that aimed at investigating teachers’ beliefs about speaking, in order to identify the relationship between these beliefs and her teaching practices. This study was carried out with the participation of a ninth grade English teacher at Gimnasio Altair de la Sabana School. This study was carried out with a qualitative approach using a case-study methodology. The data for the study included observations, questionnaires and document analysis. This study contributes to the identification of teacher beliefs and how it influences teaching practice. Information about the practices and the factors that influence them can potentially prompt the path towards teacher development and eventually towards the improving of speaking in the school. At the end of the study was evidence that teachers’ beliefs play an important role in the teaching of speaking skill.es_ES
dc.formatapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad del Nortees_ES
dc.subjectInglés -- Enseñanza -- Estudiantes extranjeroses_ES
dc.subjectProfesores de inglés -- Formación profesionales_ES
dc.titleTeachers’ Perceptions of How Speaking Is Being Taught Compare to How Speaking Is Actually Taught in an Elf Classes_ES
dc.typemasterThesises_ES
dc.rights.accessRightsopenAccesses_ES
dc.type.hasVersionacceptedVersiones_ES
dc.publisher.programMaestría en Enseñanza del Ingléses_ES
dc.publisher.departmentInstituto de Idiomases_ES
dc.creator.degreeMagister en Enseñanza del Ingléses_ES


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