Enseñanza del inglés en el Máster de Secundaria: las creencias del profesorado en formación inicial

• Juana Herrera Cubas ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
• Localización: Qurriculum: Revista de Teoría, Investigación y Práctica Educativa, ISSN 1130-5371, Nº 32, 2019, págs. 227-244
• Idioma: español
• DOI: 10.25145/j.qurricul.2019.32.13
• Títulos paralelos:
  • English language teaching in a Master’s Degree of Secondary Education: the beliefs of pre-service teachers
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Las creencias del profesorado en formación inicial sobre el aprendizaje de lenguas extranjeras están determinadas por las experiencias de aprendizaje propias y funcionan como filtros que pueden condicionar su formación y actuación profesional futura. Numerosos estudios concluyen que estas creencias son resistentes, pero se pueden cambiar. Este trabajo identifica cuatro aspectos de las prácticas externas del Máster de Formación del Profesorado de Secundaria que propiciaron ese cambio: la falta de competencia en la lengua extranjera de los estudiantes de secundaria, la escasa motivación por aprenderla, la metodología de aula observada y las propias experiencias de aprendizaje del profesorado en formación.

  • English

    Pre-service teachers’ beliefs about foreign language learning are heavily influenced by their prior learning experience. These beliefs act as filters through which new knowledge is interpreted and teaching decisions in the professional context are taken. Numerous studies conclude that beliefs are resistant but can be changed. This paper presents four aspects of the practicum phase of the Masters’ Degree of Secondary Education that actually contributed to change: secondary students’ little competence in the foreign language; their lack of motivation to learn it; the teaching methodology observed and pre-service teachers’ consciousness of their prior learning experience.

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