Resumo

MURRIETA LOYO, Griselda  e  REYES CRUZ, María del Rosario. Enactive mastery experiences and the self-efficacy beliefs of foreign language teachers. Sinéctica [online]. 2019, n.52, 00010. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2019)0052-010.

The objective of this study was to explore the enactive mastery experiences that seven foreign language teachers have had throughout their academic trajectory and the relation they have with their self-efficacy beliefs in teaching. Bandura’s theory (1997) on self-efficacy was used as a theoretical approach. The design used was qualitative of exploratory type; in-depth interviews were conducted with 7 experienced teachers from a Mexican public university. It was found that at the beginning of their trajectory, teachers did not perceive themselves as very effective to teach due to the lack of real practice during their teacher training. Teachers used reflection, training and effort as ways to improve their perceived self-efficacy. The most extensive experience of these teachers has been teaching foreign languages in a university language center. It is concluded that previous experience does influence teachers’ self-efficacy beliefs and that these beliefs differ according to the type of subject and the educational level at which they teach. Language proficiency also proved to be an influential factor in self-efficacy beliefs.

Palavras-chave : enactive mastery experiences; foreign languages; self-efficacy beliefs; teachers.

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