Experiencias de desempeño y creencias de autoeficacia en profesores de lenguas extranjeras
DOI:
https://doi.org/10.31391/S2007-7033(2019)0052-010Palavras-chave:
creencias de autoeficacia, profesores, lenguas extranjeras, experiencias de desempeñoResumo
El objetivo de este trabajo fue explorar las experiencias de desempeño que los profesores de lenguas extranjeras de un centro de lenguas han tenido a lo largo de su trayectoria y la relación que estas guardan con sus creencias de autoeficacia docente. El diseño fue cualitativo de tipo exploratorio; se hicieron entrevistas a profundidad a 7 profesores experimentados de una universidad pública mexicana. Se encontró que al inicio de su trayectoria los profesores no se sentían muy eficaces al impartir clases debido a la falta de práctica real durante su formación. Los profesores emplearon la reflexión, la formación y el esfuerzo como vías para mejorar su eficacia percibida. La experiencia más extensa de seis de los siete profesores ha sido enseñando idiomas extranjeros en un centro de lenguas universitario. En ese contexto, una actividad adicional que casi todos han realizado es impartir clases de contenido en licenciatura y maestría. Se encontró que la experiencia previa sí influye en las creencias de autoeficacia de los profesores y que éstas se diferencian según el tipo de materia y nivel educativo que enseñan. El dominio del idioma también aparece como un factor influyente en las creencias de autoeficacia.Downloads
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