Autopercepción de docentes de inglés con respecto a su conocimiento de estrategias didácticas para la enseñanza del idioma a estudiantes de primer ciclo.
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
Esta investigación examina la autopercepción de docentes de inglés de establecimientos educacionales de Los Ángeles, Chile, respecto a su conocimiento y uso de estrategias didácticas para enseñar a estudiantes de primer ciclo. Su objetivo es analizar las percepciones sobre la aplicabilidad de los conocimientos de estrategias didácticas adquiridas en la formación inicial y aquellas desarrolladas mediante la experiencia pedagógica, identificando estrategias efectivas para la enseñanza del inglés en este nivel educativo. Utilizando una metodología cualitativa con enfoque descriptivo, se realizaron entrevistas semiestructuradas a un grupo de docentes, cuyos resultados revelan que, aunque los docentes se sienten seguros en su conocimiento didáctico actual, gran parte de esta competencia fue desarrollada a través de la experiencia más que mediante la formación formal. Lo que resalta la necesidad de mejorar los programas de preparación docente enfocados en la enseñanza de idiomas en la infancia temprana. Asimismo, este estudio subraya la importancia de estrategias contextualizadas y el papel de la autopercepción en prácticas pedagógicas efectivas para estudiantes jóvenes en Chile.
This research examines the self-perception of English teachers from educational institutions in Los Ángeles, Chile, regarding their knowledge and use of didactic strategies for teaching early elementary students. Its objective is to analyze perceptions of the applicability of didactic knowledge acquired during initial teacher training and developed through pedagogical experience, identifying effective strategies for teaching English at this educational level. Using a qualitative methodology with a descriptive approach, semi structured interviews were conducted with a group of teachers. The results reveal that, although teachers feel confident in their current didactic knowledge, much of this competency was developed through experience rather than formal training, highlighting the need to improve teacher preparation programs focused on early childhood language education. Furthermore, this study emphasizes the importance of contextualized strategies and the role of self-perception in effective pedagogical practices for young learners in Chile.
This research examines the self-perception of English teachers from educational institutions in Los Ángeles, Chile, regarding their knowledge and use of didactic strategies for teaching early elementary students. Its objective is to analyze perceptions of the applicability of didactic knowledge acquired during initial teacher training and developed through pedagogical experience, identifying effective strategies for teaching English at this educational level. Using a qualitative methodology with a descriptive approach, semi structured interviews were conducted with a group of teachers. The results reveal that, although teachers feel confident in their current didactic knowledge, much of this competency was developed through experience rather than formal training, highlighting the need to improve teacher preparation programs focused on early childhood language education. Furthermore, this study emphasizes the importance of contextualized strategies and the role of self-perception in effective pedagogical practices for young learners in Chile.
Description
Tesis presentada para optar al título de Profesor de Inglés
Keywords
Autopercepción, Educación bilingüe, Formación Profesional