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...

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Autores principales: Gibert, Isabel, Iglesia-Martín, Sandra
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras 2024
Materias:
Student autonomy
teacher training
foreign languages
teaching performance
teacher’s skills
autonomía del estudiante
formación de profesorado
lenguas extranjeras
actuación docente
competencia del profesorado
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/7807
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-78072024-11-11T21:30:55Z The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers El concepto de autonomía de profesores de Español como Lengua Extranjera en formación Gibert, Isabel Iglesia-Martín, Sandra Student autonomy teacher training foreign languages teaching performance teacher’s skills autonomía del estudiante formación de profesorado lenguas extranjeras actuación docente competencia del profesorado 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. El objetivo principal de este estudio es investigar si la formación inicial de los profesores de Español como Lengua Extranjera (ELE) influye en sus creencias sobre la autonomía del estudiante. Las mismas se analizan y se propone una metodología basada en la reflexión y el análisis de la propia práctica docente para facilitar la adquisición de esta competencia. Utilizando un enfoque fenomenológico hermenéutico, se recogieron datos a través de un cuestionario administrado a 22 estudiantes de máster y profesores en formación de diversas nacionalidades. Los resultados revelan que, a pesar de la formación específica recibida, persiste la creencia de que el docente debe dirigir la clase con una participación controlada de los estudiantes. Se concluye que es necesario diseñar intervenciones formativas que ayuden a los futuros docentes a comprender y fomentar la autonomía del aprendizaje en sus alumnos. Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras 2024-09-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html https://revistas.unne.edu.ar/index.php/clt/article/view/7807 10.30972/clt.247807 Cuadernos de Literatura; No. 24 (2024): Septiembre Cuadernos de Literatura; Núm. 24 (2024): Septiembre Cuadernos de Literatura; n. 24 (2024): Septiembre 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/7807/7316 https://creativecommons.org/licenses/by/4.0/
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Student autonomy
teacher training
foreign languages
teaching performance
teacher’s skills
autonomía del estudiante
formación de profesorado
lenguas extranjeras
actuación docente
competencia del profesorado
spellingShingle Student autonomy
teacher training
foreign languages
teaching performance
teacher’s skills
autonomía del estudiante
formación de profesorado
lenguas extranjeras
actuación docente
competencia del profesorado
Gibert, Isabel
Iglesia-Martín, Sandra
The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
topic_facet Student autonomy
teacher training
foreign languages
teaching performance
teacher’s skills
autonomía del estudiante
formación de profesorado
lenguas extranjeras
actuación docente
competencia del profesorado
author Gibert, Isabel
Iglesia-Martín, Sandra
author_facet Gibert, Isabel
Iglesia-Martín, Sandra
author_sort Gibert, Isabel
title The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
title_short The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
title_full The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
title_fullStr The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
title_full_unstemmed The Concept of Autonomy of Pre-Service Spanish as a Foreign Language Teachers
title_sort concept of autonomy of pre-service spanish as a foreign language teachers
description 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.
publisher Universidad Nacional del Nordeste. Facultad de Humandiades. Instituto de Letras
publishDate 2024
url https://revistas.unne.edu.ar/index.php/clt/article/view/7807
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first_indexed 2025-05-17T05:12:01Z
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