Epistemological Domain Versus Classroom Practice in the Didactics of English


  • Haydeé Ramírez Lozada Pontificia Universidad Católica del Ecuador Sede Esmeraldas


English teaching, Didactics of English, theoretical instruction, experiential knowledge


In order to analyze the upgrading needs of English teachers of Esmeraldas, a qualitative-quantitative research was carried out with a sample of 14 English teachers, of different schools in the mentioned city, who attended the course The Didactics of English, designed and taught in the PUCE Esmeraldas for two weeks, in the year 2018. The analytical-synthetical and hermeneutic methods were used with the techniques of survey and observation. The results revealed that the teachers were aware of the importance of English language teaching, but they had limited knowledge about theories, techniques, and methods to carry out this important process.  However, the results disclosed that some teachers were able to use some methodologies for English language teaching even though they did not have theoretical instruction about that. This meant that some teachers, who did not receive didactic instruction, had experiential knowledge by daily teaching.


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How to Cite

Ramírez Lozada, H. (2020). Epistemological Domain Versus Classroom Practice in the Didactics of English. International Congress on the Didactics of the English Language, 3(|). Retrieved from https://revistas.pucese.edu.ec/ICDEL/article/view/488