Diferencias entre las creencias sobre enseñanza gramatical de futuros docentes de Educación Primaria y Secundaria / Differences<i> </i>between the grammar teaching beliefs of primary and secondary pre-service teachers

In this article, we present the results of an exploratory study on the beliefs about grammar teaching of future teachers (pre-service teachers of Primary Education and Master students of Secondary Education) of first and foreign languages. The objective is to explore the differences in the beliefs about grammar teaching according to the course in which the participants are, that is, to try to evidence the differences that may exist between pre-service teachers of different training courses. To this end, we used the data revealed by a questionnaire composed of 38 statements that was completed by more than 1200 future teachers from all over Spain. In this study, we focused on the beliefs of pre-service teachers about theoretical knowledge and methodological criteria that are preferably applied in the classroom. Although, in general, the differences by course are not significant, it is observed that as future teachers progress in their levels of training, beliefs about the relevance of reflective grammar teaching, collaborative work and practice based on the potential students’ own examples are consolidated, demonstrating the value of the training.