Beliefs on Languages Teaching-Learning: Relevant Aspects to Research During Initial Teacher Education Authors

Abstract

This study deals with people’s beliefs in the foreign language teaching-learning process during the initial teacher education of foreign language teachers. We produced a substantiated integrative review from references related to foreign languages with an emphasis on English. The objective is to expose relevant considerations for the investigation of beliefs in the aforementioned context so that (future) students, teachers, and/or researchers who wish to examine the subject have an initial guide to use. To this effect, we conducted a bibliographical study about beliefs using the publications of Fives and Gill (2014), Kalaja (2015), Kinoshita (2018), and Majchrzak (2018), among others. The results indicate that the study of beliefs is necessary for understanding the language teaching-learning process in more diverse contexts, not only in initial teacher education.