Abstract

The following study aimed at discovering the beliefs of teachers that underline their pedagogical approaches in a semi-private school located in Temuco. The participants are 18 primary and secondary school teachers. The study lays within educative research, it has a descriptive reach and a mixed-method (qualitative-quantitative) approach to research. The data collection instruments used were an adaptation of a belief questionnaire and a content assessment matrix for lesson plans. The results indicate that the beliefs of the teachers tend to favor a more traditional approach of teaching, the pedagogical practices are focused on the reproduction and explanation of information. Furthermore, it appears to exist a mismatch between what teachers claim and what they really do in practice. At the moment of analyzing lesson plans, a teacher-centered approach of teaching was discovered. As conclusion, it is necessary to implement school workshops for pedagogical training considering reflection as a strategy for changing teachers’ beliefs, as well as, generating instances for technical feedback related to lesson planning and formative evaluation of teaching practices