| Summary: | The present work aimed at analysing two student-teachers (ST) beliefs in an undergraduate course in Letras-Ingls about the teaching of English as a foreign language (EFL) in public schools. With the objective of investigating the possible changes in the STs beliefs occurred between the beginning of Practicum and the teaching practice period, an interpretative analysis, of materials produced by the participants in 2006, was developed. Based on this analysis, an open questionnaire and an interview were carried out in 2007. Data triangulation resulted in the production of meaning, in the light of the works of authors such as Barcelos (2001) and Borg (2003). Results indicate that some of the STs beliefs about EFL teaching in public schools changed after the beginning of the teaching practice.
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