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Abstract

This article aims to explore the system of student teachers 'personal beliefs about the effective teaching of a foreign language. The instructional actions developed in the classroom involve a faithful reflection of their personal conceptions of foreign language teaching, that is, we tend to teach in accordance with the available beliefs. Evidently, it is necessary, therefore, to reflect critically on the adequacy of teaching practice in order to improve the quality of educative intervention. Reflection involves then a key resource for professional development.