How are Experienced EFL Teachers’ Beliefs Shaped by their Own Experiences Learning English at School?

Estefania Alvear*, Maritza Rosas-Maldonado, Annjeanette Martin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Research on pre-service and novice teachers shows that their school learning experiences play a role in developing their pedagogical beliefs. However, whether these experiences continue to influence teachers’ beliefs as they become more experienced requires further investigation. This study aimed to examine how the school language learning experiences of four Ecuadorian EFL teachers may still guide their pedagogical beliefs after years of teaching experience and professional development. This qualitative multiple case study collected teachers’ school stories via narrative frames and semi-structured interviews. Findings suggested that the participants’ positive learning experiences still impact their pedagogical beliefs. Furthermore, their teaching experiences and professional development opportunities were found to play a significant role in reshaping participants’ beliefs that were initially framed by their negative learning experiences. Implications for in-service teachers and pre-service language teacher education highlight the value of reflection as a life-long practice.

Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalMextesol Journal
Issue number3
StatePublished - 2023

Bibliographical note

Publisher Copyright:
© 2023 Asociacion Mexicana de Maestros de Ingles MEXTESOL A.C. All rights reserved.


  • Experienced EFL teachers
  • Pedagogical beliefs
  • Professional development
  • School language learning experiences
  • Teaching experience


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