The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
The main objective of this study is to investigate whether the initial training of teachers of Spanish as a Foreign Language (ELE) influences their beliefs about student autonomy. These beliefs are analyzed, and a methodology based on reflection and the analysis of one's own teaching practice i...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
2024
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/7807 |
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| Sumario: | The main objective of this study is to investigate whether the initial training of teachers of Spanish as a Foreign Language (ELE) influences their beliefs about student autonomy. These beliefs are analyzed, and a methodology based on reflection and the analysis of one's own teaching practice is proposed to facilitate the acquisition of this competence. Using a phenomenological hermeneutic approach, data were collected through a questionnaire administered to 22 master's students and trainee teachers of various nationalities. The results reveal that, despite the specific training received, the belief that the teacher should lead the class with controlled student participation persists. It is concluded that it is necessary to design training interventions that help future teachers understand and promote learner autonomy in their students. |
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