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Download full textJessica Vega-Abarzúa; Marco Morales; Constanza Olivo; Francisca Rubilar; Eduardo Gutiérrez-Turner – PROFILE: Issues in Teachers' Professional Development, 2025
This mixed-methods study examined preservice teachers' perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in Ñuble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest…
Descriptors: Foreign Countries, Preservice Teachers, Teacher Attitudes, English (Second Language)
Mónica Abad-Célleri; Juanita Argudo-Serrano; Tammy Fajardo-Dack; Patricio Cabrera – PROFILE: Issues in Teachers' Professional Development, 2024
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers' cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman's correlations were conducted on the quantitative data, and content…
Descriptors: Foreign Countries, Preservice Teachers, Language Teachers, English (Second Language)
Sibel Tatar – PROFILE: Issues in Teachers' Professional Development, 2024
This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers' cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
