Bibliographic citations
Vila, F., (2017). Concepciones y creencias docentes sobre el proceso de comprensión de lectura en la enseñanza de inglés como lengua extranjera [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/7933
Vila, F., Concepciones y creencias docentes sobre el proceso de comprensión de lectura en la enseñanza de inglés como lengua extranjera []. PE: Pontificia Universidad Católica del Perú; 2017. http://hdl.handle.net/20.500.12404/7933
@mastersthesis{sunedu/2660093,
title = "Concepciones y creencias docentes sobre el proceso de comprensión de lectura en la enseñanza de inglés como lengua extranjera",
author = "Vila Azabache, Flor de María",
publisher = "Pontificia Universidad Católica del Perú",
year = "2017"
}
In front of the lack of integration into the pedagogic practice of new learnings acquired through training, by some teachers of English, it was decided to look for possible causes. Among other factors, the search was placed on the conceptions and beliefs teachers might have about learning and teaching, in general, and, specifically, on their conceptions and beliefs about reading comprehension. With that purpose, qualitative research was conducted, through in-depth interviews, in which research was focused, specifically, on the conceptions and beliefs of 10 teachers of English from a private educational center in Lima. The results have demonstrated that teachers, in majority, conceive teaching as a content transmission process, focusing on the preparation of materials they will deliver to students in class. Furthermore, they adopt an ascending approach to reading comprehension, focusing on the command of vocabulary as the main resource for the development of such skill in the new language. In addition, they conceive reading comprehension as a means to access to any information, through which they will obtain some kind of benefit in the academic, working or personal field. None of the teachers interviewed leads his/her students to the use of reading strategies. However, they do appear in the teaching process, in shape of model by the teacher. It could be concluded that the built-in conceptions of teachers regarding the teaching and learning process and regarding the reading comprehension process, could act as blockers to the practical application of new knowledge in relation to how to teach English as a foreign language, in particular, reading comprehension.
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