Bibliographic Details
| Title: |
El desarrollo de un enfoque crítico en la enseñanza del español como lengua extranjera: creencias docentes. |
| Alternate Title: |
The development of a critical approach in the teaching of Spanish as a foreign language: teaching beliefs. |
| Authors: |
ATIENZA, ENCARNACIÓN1 encarnacion.atienza@upf.edu, GONZÁLEZ ARGÜELLO, MARIA VICENTA2 vicentagonzalez@ub.edu |
| Source: |
Zona Próxima. ene-jul2024, Issue 40, p146-170. 25p. |
| Subject Terms: |
*In-service training of teachers, *Teachers, *Applied linguistics, Critical thinking studies, Acquisition of data |
| Abstract (English): |
This article presents the results of a research carried out in the context of language teaching with the aim of approaching the beliefs that teachers have about what the development of a critical approach entails, where these beliefs come from and how they incorporate activities that help the development of such a critical approach in their classes. To achieve these objectives, data were collected from a qualitative methodological perspective, specifically, four in-service teachers with extensive training and experience were interviewed. The results obtained indicate the difficulty in defining what is meant by the development of a critical approach, as well as the variety of didactic proposals related to the attempt to develop it in the language classroom. These results are in line with the diversity of theoretical disciplines that incorporate the word "critical" in their denomination, which makes it difficult for teachers to approach what is meant by the development of a critical approach in their didactic proposals. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo presenta los resultados de una investigación llevada a cabo en el contexto de la enseñanza de lenguas con el objetivo de aproximarse a las creencias que manejan los docentes sobre lo que supone el desarrollo de un enfoque crítico, de dónde parten dichas creencias y cómo incorporan actividades que ayuden al desarrollo de dicho enfoque crítico en sus clases. Para alcanzar estos objetivos, se han recogido datos desde una perspectiva metodológica cualitativa, específicamente, se ha entrevistado a cuatro docentes en activo, con amplia formación y experiencia. Los resultados a los que se ha llegado indican la dificultad para acotar qué se entiende por desarrollo de un enfoque crítico, así como la variedad de propuestas didácticas relacionadas con el intento de desarrollarlo en el aula de lenguas. Estos resultados están en consonancia con la diversidad de disciplinas teóricas que incorporan el vocablo "crítico" en su denominación, lo que dificulta una aproximación por parte de los docentes a lo que supone el desarrollo de un enfoque crítico en sus propuestas didácticas. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
