BELIEFS OF TEACHERS ON LEARNING-TEACHING: INCLUSIVE PROGAM DESIGN FOR ENGLISH READING COMPREHENSION

Abstract

Objective: to present preliminary results about the pedagogical beliefs of teachers and the impact of them in the process of teaching-learning reading comprehension, on English bachelor’s degree students of the Tolima University. Methodology: investigation of the teacher’s beliefs in the past 20 years; information was classified, and subsequently performed the analysis and built conclusions as suggestions that may contribute to the advancement or improvement of the processes, of both teaching and learning reading comprehension in the classroom. Conclusions: at a national level there is a lack of study that first, structures the beliefs of English teachers about their practice and second, designs an inclusive program of teachers development, that provides equal opportunities and improvement of the teaching of reading comprehension in English.