| dc.description.abstract | This study analyses the beliefs that training students have about teaching and learning English language when they start the period of curricular practices, as well as the changes that may occur in this process. The subject has been studied and discussed by many researchers concerned with the concepts that are transferred from one person to another in the process of teaching and learning a foreign language, since we create our ideas in interaction with others. So belief is the whole idea that a person takes to be true, influencing his actions. And based on interactionist principles guided by the propositions of Vygotsky (1998), Lantolf (2000) and Mitchell and Myles (2004), and considerations regarding the beliefs of Barcelos (2004 and 2007) and other results of research in this area (Alvarez, 2007, Coelho, 2006 and Silva 2006), the theoretical framework that guided this work was built. The data were collected through a qualitative study involving questionnaire, observation and recording classes from four students, and also the lesson plans and reports are analyzed. Finally, through triangulation of information were identified concepts that remain the same during this process and those who suffered some type of change. The results indicate that even if students understand or recognize the theoretical considerations learned along the way, their actions do not always follow them. | en |
