PERCEPCIONES DE LOS DOCENTES DE INGLÉS CHILENOS ACERCA DE LOS LIBROS DE TEXTO UTILIZADOS EN ESTABLECIMIENTOS ESCOLARES PÚBLICOS Y PRIVADOS EN CHILE.
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| Title: | PERCEPCIONES DE LOS DOCENTES DE INGLÉS CHILENOS ACERCA DE LOS LIBROS DE TEXTO UTILIZADOS EN ESTABLECIMIENTOS ESCOLARES PÚBLICOS Y PRIVADOS EN CHILE. |
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| Alternate Title: | CHILEAN ENGLISH TEACHERS' PERCEPTION ON TEXTBOOKS USED IN PUBLIC AND PRIVATE SCHOOLS IN CHILE. |
| Authors: | Lizasoain, Andrea1 andrea.lizasoain@uach.cl, Vargas Mutizabal, Jorge2 jorgevarmu508@gmail.com |
| Source: | Calidad en la Educación. jul2023, Issue 58, p35-68. 34p. |
| Subject Terms: | *English as a foreign language, *Learning, *Textbooks, *Language teachers, *Teachers, *National curriculum |
| Abstract (English): | The assessment of textbooks is essential to understand their function, features, and teaching mechanisms, as well as to be able to employ them efficiently. However, teachers use them intuitively, without any instruction to facilitate the learning process. This study explores teachers' perception on EFL textbooks in order to understand the object of study from the teachers' point of view. A survey was conducted to 484 participants from different educational contexts. Findings show that teachers in the public system perceive that government-delivered textbooks do not favor the learning process of English as a second language, mainly, because they are not adaptable to the public classroom diversity and they are not mismatched with the national curriculum. In contrast, teachers who work with textbooks selected by themselves are more satisfied, because they can choose the textbooks based on their students' proficiency levels and their schools educational projects. This means that schools must have textbooks that can adapt to diversity and also promote effective learning. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El examen del libro de texto es fundamental para comprender su función, características y mecanismos de enseñanza, así como para utilizarlo con efectividad. No obstante, los profesores de inglés lo usan intuitivamente, sin recibir instrucción en favor del aprendizaje de una lengua extranjera. En este trabajo, exploramos las percepciones de los profesores acerca de los libros de texto de la asignatura en cuestión, para conocer el objeto de estudio desde la óptica docente. Realizamos una encuesta que contestaron 484 participantes de distintos contextos educacionales, la que analizamos cuantitativa y cualitativamente. Encontramos que los docentes que trabajan con los libros de texto que entrega el Ministerio de Educación perciben que estos no favorecen el aprendizaje del inglés, principalmente porque no se adecuan a la realidad del aula y no se condicen con los planes y programas de la asignatura. En contraste, los docentes que trabajan con libros del mercado están más satisfechos con ellos, porque pueden seleccionarlos según el nivel de los estudiantes y el plan educacional de sus establecimientos. Esto significa que los establecimientos educacionales deben contar con libros escolares que puedan adaptarse a su diversidad y favorecer el aprendizaje. [ABSTRACT FROM AUTHOR] |
| Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174727731 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PERCEPCIONES DE LOS DOCENTES DE INGLÉS CHILENOS ACERCA DE LOS LIBROS DE TEXTO UTILIZADOS EN ESTABLECIMIENTOS ESCOLARES PÚBLICOS Y PRIVADOS EN CHILE. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: CHILEAN ENGLISH TEACHERS' PERCEPTION ON TEXTBOOKS USED IN PUBLIC AND PRIVATE SCHOOLS IN CHILE. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lizasoain%2C+Andrea%22">Lizasoain, Andrea</searchLink><relatesTo>1</relatesTo><i> andrea.lizasoain@uach.cl</i><br /><searchLink fieldCode="AR" term="%22Vargas+Mutizabal%2C+Jorge%22">Vargas Mutizabal, Jorge</searchLink><relatesTo>2</relatesTo><i> jorgevarmu508@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Calidad+en+la+Educación%22">Calidad en la Educación</searchLink>. jul2023, Issue 58, p35-68. 34p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22National+curriculum%22">National curriculum</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The assessment of textbooks is essential to understand their function, features, and teaching mechanisms, as well as to be able to employ them efficiently. However, teachers use them intuitively, without any instruction to facilitate the learning process. This study explores teachers' perception on EFL textbooks in order to understand the object of study from the teachers' point of view. A survey was conducted to 484 participants from different educational contexts. Findings show that teachers in the public system perceive that government-delivered textbooks do not favor the learning process of English as a second language, mainly, because they are not adaptable to the public classroom diversity and they are not mismatched with the national curriculum. In contrast, teachers who work with textbooks selected by themselves are more satisfied, because they can choose the textbooks based on their students' proficiency levels and their schools educational projects. This means that schools must have textbooks that can adapt to diversity and also promote effective learning. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El examen del libro de texto es fundamental para comprender su función, características y mecanismos de enseñanza, así como para utilizarlo con efectividad. No obstante, los profesores de inglés lo usan intuitivamente, sin recibir instrucción en favor del aprendizaje de una lengua extranjera. En este trabajo, exploramos las percepciones de los profesores acerca de los libros de texto de la asignatura en cuestión, para conocer el objeto de estudio desde la óptica docente. Realizamos una encuesta que contestaron 484 participantes de distintos contextos educacionales, la que analizamos cuantitativa y cualitativamente. Encontramos que los docentes que trabajan con los libros de texto que entrega el Ministerio de Educación perciben que estos no favorecen el aprendizaje del inglés, principalmente porque no se adecuan a la realidad del aula y no se condicen con los planes y programas de la asignatura. En contraste, los docentes que trabajan con libros del mercado están más satisfechos con ellos, porque pueden seleccionarlos según el nivel de los estudiantes y el plan educacional de sus establecimientos. Esto significa que los establecimientos educacionales deben contar con libros escolares que puedan adaptarse a su diversidad y favorecer el aprendizaje. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174727731 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.31619/caledu.n58.1274 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 34 StartPage: 35 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Learning Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Language teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: National curriculum Type: general Titles: – TitleFull: PERCEPCIONES DE LOS DOCENTES DE INGLÉS CHILENOS ACERCA DE LOS LIBROS DE TEXTO UTILIZADOS EN ESTABLECIMIENTOS ESCOLARES PÚBLICOS Y PRIVADOS EN CHILE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lizasoain, Andrea – PersonEntity: Name: NameFull: Vargas Mutizabal, Jorge IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 07174004 Numbering: – Type: issue Value: 58 Titles: – TitleFull: Calidad en la Educación Type: main |
| ResultId | 1 |
