Explorando la influencia de las creencias de autoeficacia de los maestros en la motivación de profesores de inglés en formación
Resumen
Los profesores tienen una función crucial en el desarrollo de los alumnos. Una característica de los maestros que ha sido específicamente evidenciada como influyente son sus creencias de autoeficacia (e.g., Ford, 2012; Mojavezi & Tamiz, 2012; Sabet, Dehghannezhad & Tahriri, 2018; Burić & Kim, 2020). No obstante, no existe investigación previa relacionada a este fenómeno en un contexto mexicano ni en un programa de formación de profesores del idioma inglés. Por esa razón, este estudio busca explorar de manera cualitativa la influencia que las creencias de autoeficacia de los maestros tienen en la motivación de profesores de inglés en formación mediante entrevistas con diez maestros y grupos de enfoque con dieciocho estudiantes de un programa de formación de docentes de inglés en una universidad mexicana. Las transcripciones de ambos instrumentos fueron analizadas temáticamente y comparadas con notas realizadas en base a observaciones de clase de los mismos maestros que participaron en las entrevistas. Los hallazgos arrojaron que el conocimiento, el estilo de enseñanza, la relación con los alumnos, la retroalimentación y la confianza son características específicas de la autoeficacia de los profesores que modelan el nivel de motivación que los alumnos tienen en las clases, así como la motivación extrínseca, variables en el interés, deseos de tener a un maestro diferente, y alternativas para aprender, fueron comportamientos que los alumnos tuvieron en base a la eficacia de sus profesores.
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