Creencias y prácticas de docentes de inglés como lengua extranjera: Entre lo declarativo y lo procedimental
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Universidad Santo Tomás seccional Bucaramanga
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Objetivo y tipología textual. El siguiente es un artículo de investigación en el que se presentan los resultados parciales de un estudio en el que se caracterizó y relacionó las creencias y prácticas pedagógicas de un grupo de docentes de inglés.Metodología. Para alcanzar los objetivos se propuso un estudio de caso cualitativo en el centro de idiomas de una universidad privada colombiana. Como métodos de recolección de datos se incluyen encuestas, análisis de documentos, entrevistas y observaciones de clase.Hallazgos. Entre los hallazgos principales se encontró que los docentes tienen un claro conocimiento declarado del enfoque comunicativo, el cual es la metodología adoptada institucionalmente para la enseñanza de lenguas extranjeras. Sin embargo, también se encontró que las prácticas observadas distan de las creencias reportadas por los participantes. Por lo tanto, se halló una brecha entre lo declarativo y lo procedimental.Conclusiones. Desde los hallazgos reportados, se sugiere que los maestros de maestros, administrativos y docentes de inglés busquen articular sus conocimientos con sus prácticas para alcanzar el objetivo de desarrollo de competencia de lenguas extranjeras.
Objectives and text type. In the following research report, we give an account of the partial results from a study in which the practices and beliefs of a group of English teachers were characterized and correlated.Research methodology. To reach the objectives, a qualitative case study was proposed at a languages center in a Colombian private university. Surveys, document analysis, interviews and class observations were used as methods of data collection.Findings. Among the main findings, we could identify that teachers have a clear understanding of the communicative approach, which is the adopted methodology to teach foreign languages by the institution in which the study was carried out. Nevertheless, we also found that the observed methodological practices differ from what the English teachers reported. That is, we found a gap between what is declared and what is done.Conclusions. Based on the main findings, we suggest that the teachers of teachers, administrators and English teachers should strive to articulate their declarative and procedural knowledge to achieve the objective of developing competences in a foreign language.
Objectives and text type. In the following research report, we give an account of the partial results from a study in which the practices and beliefs of a group of English teachers were characterized and correlated.Research methodology. To reach the objectives, a qualitative case study was proposed at a languages center in a Colombian private university. Surveys, document analysis, interviews and class observations were used as methods of data collection.Findings. Among the main findings, we could identify that teachers have a clear understanding of the communicative approach, which is the adopted methodology to teach foreign languages by the institution in which the study was carried out. Nevertheless, we also found that the observed methodological practices differ from what the English teachers reported. That is, we found a gap between what is declared and what is done.Conclusions. Based on the main findings, we suggest that the teachers of teachers, administrators and English teachers should strive to articulate their declarative and procedural knowledge to achieve the objective of developing competences in a foreign language.
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Creencias docentes, prácticas docentes, enfoque comunicativo, prácticas reflexivas, ELT, Teachers’ beliefs, pedagogical practices, communicative approach, reflective practices, ELT
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Derechos de autor 2018 Espiral, Revista de Docencia e Investigación