<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000300821</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias de profesores en servicio y en formación respecto a la enseñanza-aprendizaje del Inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Crenças de professores em serviço e em formação sobre o ensino-aprendizagem de inglês]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs of teachers in service and in training regarding the teaching-learning of English]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casimiro Perlaza]]></surname>
<given-names><![CDATA[Luis Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>821</fpage>
<lpage>839</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000300821&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000300821&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000300821&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio se desarrolló mediante el uso de métodos mixtos, de forma no experimental. Esta investigación expone las creencias que tienen los profesores de inglés, tanto en servicio como en formación, respecto al proceso de enseñanza y aprendizaje del inglés como lengua extranjera y la autoeficacia en el contexto de la práctica pedagógica. Treinta y tres personas fueron reclutadas como participantes, de los cuales nueve eran profesores de Inglés como Lengua Extranjera en servicio, y veinticuatro eran profesores en formación. La información se recolectó a través de un grupo focal y la adaptación del "Cuestionario de las creencias de enseñanza de los profesores de inglés de escuela primaria", de Liao (2007). Los hallazgos muestran que las creencias de los docentes de ambos grupos se acercan a las prácticas pedagógicas constructivistas y comunicativas, pero en realidad desarrollan sus clases de manera tradicional. Si bien ambos grupos declararon creencias alineadas con el enfoque comunicativo y el constructivismo, se llevaban a cabo prácticas pedagógicas asociadas a una perspectiva conductual tradicional de la educación y aprendizaje de idiomas. Se concluyó que, las diferencias entre las creencias de los profesores de Inglés como Lengua Extranjera, en servicio y en formación, con respecto al proceso de enseñanza y aprendizaje del Inglés como Lengua Extranjera, y la autoeficacia no son inmediatas, por lo que incluyen la relación de sus creencias personales, prácticas de enseñanza y, por supuesto, experiencias que han vivido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo foi desenvolvido através da utilização de métodos mistos, de forma não experimental. Esta pesquisa expõe as crenças que os professores de inglês têm, tanto em serviço quanto em formação, sobre o processo de ensino e aprendizagem de inglês como língua estrangeira e a autoeficácia no contexto da prática pedagógica. Trinta e três pessoas foram recrutadas como participantes, das quais nove eram professores em serviço de Inglês como Língua Estrangeira, e vinte e quatro eram professores estagiários. As informações foram coletadas por meio de um grupo focal e da adaptação do "Questionnaire of Teaching Beliefs of Primary School English Teachers", de Liao (2007). Os achados mostram que as crenças dos professores de ambos os grupos se aproximam das práticas pedagógicas construtivistas e comunicativas, mas na realidade eles desenvolvem suas aulas de forma tradicional. Embora ambos os grupos declarassem crenças alinhadas à abordagem comunicativa e ao construtivismo, foram realizadas práticas pedagógicas associadas a uma perspectiva comportamental tradicional de ensino e aprendizagem de línguas. Concluiu-se que as diferenças entre as crenças dos professores de Inglês como Língua Estrangeira, em serviço e em formação, quanto ao processo de ensino e aprendizagem de Inglês como Língua Estrangeira, e a autoeficácia não são imediatas, por isso incluem a relação de suas crenças pessoais, práticas de ensino e, claro, experiências que viveram.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study was developed through the use of mixed methods, in a non-experimental basis. This research identifies, analyzes and compares the beliefs held by both in-service and training English teachers regarding the process of teaching and learning English as a foreign language and self-efficacy in the context of teaching practice. Thirty-three people were recruited as participants. Nine were in-service EFL teachers and twenty-four were pre-service teachers. The information was collected through a focus group and the adaptation of Liao's (2007) "Questionnaire of teaching beliefs of elementary school English teachers". The findings show that the beliefs of both groups of teachers are close to constructivist and communicative pedagogical practices, but in reality, they develop their classes in a traditional way. Although both groups declared beliefs aligned with the communicative approach and constructivism, teaching practices associated with a traditional behavioral perspective of language education and learning were carried out. It was concluded that the differences between the beliefs of ILE teachers, in service and in training, regarding the teaching and learning process of English as a foreign language, and self-efficacy are not immediate, so they include the relationship of their personal beliefs, teaching practices and, of course, experiences they have lived.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[enseñanza y entrenamiento]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de lenguas]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
<kwd lng="es"><![CDATA[alumno docente]]></kwd>
<kwd lng="pt"><![CDATA[crenças]]></kwd>
<kwd lng="pt"><![CDATA[ensino e formação]]></kwd>
<kwd lng="pt"><![CDATA[métodos de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de línguas]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[professor estudante]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[teaching and training]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
<kwd lng="en"><![CDATA[language instruction]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[student teacher]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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