Faculty of Education, Social Sciences and Law

School of Education

Research Student: Loreto Aliaga-Salas

Photo of Loreto Aliaga-Salas

Teacher educators’ cognitions during the implementation of an innovative pre-service English teaching programme in Chile

Submission Date: December 2017

My research explores teacher educators’ cognitions, i.e. “what language teachers think, know and believe, and of its relationship to teachers’ classroom practices” (Borg 2015:1) in the context of curriculum innovation in a pre-service English language teaching programme in Chile.

In the context of curriculum change, I attempted to embrace all members of this community’s perspectives. Hence, I interviewed and observed four language teacher educators as the implementers of change. I also interviewed the programme leaders as initiators of change, and student teachers, as recipients of change and future enablers of this programme in the school classroom.

My overarching aim is to understand a broader view of the programme implementation by taking all the participants’ viewpoints into consideration to reflect on current stage of implementation and the possible future directions of the programme.


I am a teacher of English from Chile. I have taught in secondary schools, adult education, pre-service and in-service teacher education.

I obtained my English teaching degree at Universidad Metropolitana de Ciencias de la Educación in 2007. In 2011, I obtained my MA in TEFL at the same university.

My last employment was as an academic coordinator and language teacher in a pre-service English language teaching programme in Santiago, Chile. 

What motivated me to undertake PhD study?

After finishing my MA degree, I worked in pre-service teacher education. I needed to have an in-depth knowledge about teacher education. Coming to Leeds has allowed me to learn about teacher education, not only in theoretical but also practical ways.

What makes me passionate about my subject?

Being a teacher educator is a great responsibility, since the impact that one’s practices has on others is exponentially higher.

I am passionate about my research area as I hope it will not only have an impact on the particular programme being researched but also having a deeper understanding of processes of educational change in similar contexts.

What are my plans once I have completed my PhD?

I would like to continue teaching in pre-service and in-service teacher education as well as supporting processes of innovation and change in English language teaching. I would like to work with and for school language teachers to promote teacher-led research inform teacher education policies, and my own research and practice.

Similarly, I am interested in contributing to narrow the gap between research and teacher classroom practices since I am a co-founder of the first Chilean network of researchers in English Language Teaching - ELT (RICELT – www.ricelt.cl). 

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