Publication: Dificultades y carencias que experimentan y evidencian
futuros maestros de inglés durante su intervención
docente autónoma en las prácticas de enseñanza
Authors
Barrios, Elvira
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este artículo presenta un estudio cualitativo que
pretendía investigar las dificultades, necesidades y
carencias que evidenció la actuación interactiva de
siete futuros maestros de inglés y que éstos
experimentaron durante una intervención didáctica
autónoma en las Prácticas de Enseñanza de la
especialidad. A tal fin, el artículo describe el diseño de
la investigación –que empleó la observación de clases,
el
cuestionario, el recuerdo estimulado y la
planificación de clases como técnicas de obtención de
datos, a los que se aplicó un análisis del contenido-,
expone los hallazgos obtenidos en forma de trece
áreas y competencias en las que se agruparon las
dificultades y carencias identificadas, y deriva
implicaciones para la formación inicial del profesorado
de inglés, particularmente del profesorado de inglés a
niños.
This article presents a qualitative study aimed at investigating the difficulties, needs and lacks evidenced –and experienced– by seven prospective primary teachers of English as a foreign language in their interactive teaching during autonomous interventions along their practice teaching experience. The article describes the study design, which included lesson observation a questionnaire, stimulated recall and lesson planning as data gathering procedures. A content analysis was applied to the data, which yielded findings consisting of thirteen areas and competencies into which difficulties and deficiencies were grouped. Implications for the initial training of teachers of English are also drawn, particularly, for the initial training of teachers of English to children.
This article presents a qualitative study aimed at investigating the difficulties, needs and lacks evidenced –and experienced– by seven prospective primary teachers of English as a foreign language in their interactive teaching during autonomous interventions along their practice teaching experience. The article describes the study design, which included lesson observation a questionnaire, stimulated recall and lesson planning as data gathering procedures. A content analysis was applied to the data, which yielded findings consisting of thirteen areas and competencies into which difficulties and deficiencies were grouped. Implications for the initial training of teachers of English are also drawn, particularly, for the initial training of teachers of English to children.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 9, N. 1, 2006
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