Comment les croyances des futurs enseignants de FLE se reflètent dans leur élaboration de séquences didactiques ?

In this article we aim to combine two studies with a common objective: after investi-gating the beliefs of FLE trainee teachers about grammar teaching (E1), we analyze the teaching sequences they create as part of their specialized training process in the master’s degree in Sec-ondary Education at the University of Valencia (E2). Our main aim is to find out how the beliefs expressed about methodological criteria that should be applied in the classroom and about preferred teaching practices are reflected in the teaching materials they design. The re-sults show that the most valued and consolidated beliefs are illustrated in the sequences, such as working from the students’ own examples or reflecting on language in small groups.