The impact of second language teacher education on the development of pre-service teachers’ pedagogical beliefs

Kenneth Richter

doi:10.29057/lc.v6i11.12483

Kenneth Richter Universidad de Guanajuato, México https://orcid.org/0000-0003-2072-0569

DOI: https://doi.org/10.29057/lc.v6i11.12483

Palabras clave: Formación de profesores de segunda lengua, pedagogía de L2

Resumen

El presente estudio explora el impacto de la formación de profesores de segundas lenguas (SLTE, por sus siglas en inglés) en el desarrollo de las creencias pedagógicas de cincuenta estudiantes de magisterio matriculados en una universidad pública del centro de México. Específicamente, la investigación indaga en qué medida las concepciones sobre la enseñanza efectiva cambiaron, o no, en el transcurso de una licenciatura de cuatro años. Como método principal de recolección de datos se utilizaron “entrevistas de repertorio.” La técnica de las entrevistas de repertorio es el más conocido de varios instrumentos de la recolección de datos asociados con el campo de la psicología de la construcción personal. Los datos se sometieron a una inspección cualitativa y cuantitativa, que incluyó una evaluación de la complejidad cognitiva y un análisis de componentes principales. Los resultados sugieren que los participantes que eran estudiantes del SLTE no parecían cambiar significativamente sus creencias pedagógicas a lo largo de la intervención educativa. Sin embargo, se observó que los graduados del programa SLTE tenían creencias pedagógicas significativamente diferentes a las de los participantes que seguían matriculados en la licenciatura, sobre todo en lo que se refiere a sus creencias sobre la reflexión, la autonomía del estudiante y la atención centrada en el estudiante. Esto sugiere que, con el tiempo, los aprendizajes interiorizados del programa pueden tener la oportunidad de salir a la luz y repercutir positivamente en la práctica docente.

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Citas

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