Social representations of higher middle education teachers in the written expression of the English language

Abstract

The social representations held by the teachers of this high school are an option to describe the teaching qualities and limits of the teaching of the written ability of the English language. The general objective was to analyse the social representations that teachers of English at this high school north campus of the Universidad Autónoma de Querétaro have about the teaching of writing. A qualitative methodology was used, opting for a phenomenological study in which the teachers' discourses were analysed. Data collection was carried out using the interview technique and the instrument was the semi-structured interview. The results of the study reveal the different ways of valuing, feeling and acting in the written ability of the English language.