Eficacia de un programa de intervención para la integración de procesos cognitivos superiores en la formación en didáctica de una lengua extranjera

• Elvira Barrios ^[1] ; Francisca Zaragoza-Canales ^[1] ; María-José Carrillo-López ^[1] ; Aurora Carretero-Ramos ^[1] ; Natalia Martínez-León ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: Revista de investigación en educación, ISSN-e 2172-3427, ISSN 1697-5200, Vol. 13, Nº. 1, 2015, págs. 121-137
• Idioma: español
• Títulos paralelos:
  • Evaluating the efficacy of an instructional program for the integration of higher order thinking skills into foreign language teaching education
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo presenta un estudio destinado a evaluar la eficacia de una intervención dirigida a capacitar a futuros docentes de inglés en la incorporación a la enseñanza de un idioma de propuestas orientadas a desarrollar procesos cognitivos superiores. El estudio adoptó un diseño cuasi-experimental de grupo de control no equivalente con medidas pretest y postest. Los datos fueron analizados mediante procedimientos de estadística descriptiva e inferencial. Los resultados evidencian la eficacia de la intervención al constatar que, tras la intervención, se produce en el grupo experimental una mejora sensible de las tres medidas utilizadas en la dirección promovida por el programa, con diferencias pretest-postest estadísticamente significativas, mientras que, por el contrario, no se encuentran tales diferencias en ninguna de las variables en relación al grupo de control.

  • English

    This article presents a study aimed at evaluating the efficacy of an intervention program intended to train prospective English teachers in integrating foreign language teaching and higher order thinking skills. A pretest-posttest quasi-experimental design was used, in which intact groups of subjects were used. The data were analyzed by means of descriptive and inferentialstatistics. Results show the efficacy of the intervention as the experimental group improved noticeably after the intervention in the three variables, with statistically significant pretest-posttest differences whereas no such differences are found in any of the variables in the control groups.

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