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Volume 36, Issue 2
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

Abstracta

Las creencias pedagógicas de los profesores cumplen una función clave a la hora de marcar la práctica docente. Así, entender los factores contextuales que influyen en dichas creencias puede ayudar a mejorar y reformar la metodología educativa y elevar su eficacia. Basado en la teoría ecológica de Bronfenbrenner (1979), este estudio expone en diferentes niveles los factores contextuales que influyen sobre las creencias de 20 profesores de español en ocho universidades chinas. Se revela, mediante los datos de entrevista, que dichos factores consisten en cuatro niveles: educación universitaria y experiencia intercultural (microsistema); política escolar, programa curricular y voluntad de los alumnos (mesosistema); entorno socioeconómico (exosistema), y cultura e ideología tradicional (macrosistema), los cuales también interactúan entre sí. El resultado ahonda en el entendimiento sobre la enseñanza del español en China, lo que genera conocimientos sobre la educación de otros idiomas distintos al inglés en el contexto asiático.

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2023-07-13
2025-04-19

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Influencia de factores contextuales en creencias pedagógicas de los profesores de ELE en China
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36, 615 (2023); https://doi.org/10.1075/resla.21014.lu
/content/journals/10.1075/resla.21014.lu
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  • Article Type: Research Article
Keyword(s): China; contextual factors; creencias pedagógicas; ecological systems theory; factores contextuales; pedagogical beliefs; profesores del español; teachers of Spanish language; teoría ecológica

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