| Résumé: | In recent decades, studies in foreign language teaching have shifted their focus to the teacher´s beliefs, due to their influence in classroom practices. This study analyzed the beliefs about grammar of 30 Colombian teachers, training as teachers of grammar of Spanish as a foreign language (SFL). The study was aimed at understanding a teacher's cognition in order to elaborate more effective training programs. This research surveyed data by quantitative (questionnaire) and qualitative methods (individual and group interviews). The categories of analysis were: conception of grammar, experience as language learners, teaching grammar, learning grammar, and teaching practicum. The results show an acceptance of the communicative approach, although there is persistence of a traditional view in the conception of grammar. In several of the categories, results indicate a preference towards activities that allow real interaction with the language, though a way to carry it out is not clearly defined. A departure from the traditional view of the teaching / learning grammar is perceived, setting this study apart from other results in previous studies. These results suggest the need to develop training courses that target specifically the didactic teaching of grammar, being the most unfamiliar aspect for prospective teachers.
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