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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 32:2 (2019) ► pp.419–454

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Las creencias de los profesores de español como lengua extranjera sobre los estilos de aprendizaje

 | Universidad Nacional de Educación a Distancia
 | Universidad de Córdoba
 | Universidad Nacional de Educación a Distancia

Article language: Spanish

Published online: 5 November 2019
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https://doi.org/10.1075/resla.17041.dom
Resumen
Este estudio se adscribe al ámbito de la cognición del profesor de idiomas. En él analizamos las creencias sobre los estilos de aprendizaje de una muestra de 301 profesores de español como lengua extranjera. Centramos el análisis en dos cuestiones: la delimitación conceptual sobre los estilos de aprendizaje y sus implicaciones en la enseñanza de la lengua. En ambos casos, el análisis parte de una revisión bibliográfica que permitirá contrastar las creencias de los profesores con las aportaciones de los expertos en la materia. De este modo, podemos determinar las relaciones existentes entre sus creencias, sus conocimientos y su práctica docente. De la interpretación de los datos se desprenden tanto coincidencias como incongruencias entre las creencias de los profesores y las propuestas de los investigadores. Asimismo, se constata una relación discordante entre lo que los profesores creen y lo que hacen en el aula.
Abstract
The opinions of teachers of Spanish as a foreign language about learning styles
This study belongs to the language teacher cognition field. We analyze the beliefs about learning styles of a sample of 301 teachers of Spanish as a foreign language. We focus the analysis on two issues: the conceptual delimitation on learning styles and their implications for language teaching. In both cases, the analysis starts from a literature review that will allow us to contrast these teachers’ beliefs with the contributions of experts in the field. In this way, we can determine the relationships that exist between their beliefs, knowledge and teaching. The interpretation of the data reveals both coincidences and inconsistencies between the teachers’ beliefs and the researchers’ proposals. In addition, there is a discordant relationship between what teachers believe and what they do in the classroom.
Article outline
  • 1.Introducción
  • 2.Marco teórico
    • 2.1Las creencias de los profesores
    • 2.2La delimitación terminológica y conceptual de los estilos de aprendizaje
    • 2.3Definición del constructo
    • 2.4Delimitación conceptual
  • 3.Las implicaciones didácticas de los estilos de aprendizaje
    • 3.1La incidencia de los estilos en el aprendizaje
    • 3.2La capacidad predictiva de éxito en el aprendizaje
    • 3.3La adaptación de la enseñanza a los estilos de aprendizaje
    • 3.4La incidencia de los estilos de aprendizaje del profesor en la enseñanza
  • 4.Método
    • 4.1Descripción del método
    • 4.2Población y muestra del estudio
    • 4.3Recogida de datos
  • 5.Resultados y análisis
    • 5.1Sobre la delimitación terminológica y conceptual
      • 5.1.1Sobre la existencia de los estilos de aprendizaje
      • 5.1.2Sobre la delimitación terminológica
      • 5.1.3Sobre la definición del constructo
      • 5.1.4Sobre la delimitación conceptual
      • 5.1.5Sobre los factores individuales que inciden en los estilos de aprendizaje
    • 5.2Sobre las implicaciones didácticas de los estilos de aprendizaje
      • 5.2.1La incidencia de los estilos en el aprendizaje
      • 5.2.2La capacidad predictiva de éxito en el aprendizaje
      • 5.2.3La adaptación de la enseñanza a los estilos de aprendizaje
      • 5.2.4La incidencia de los estilos de aprendizaje del profesor en la enseñanza
      • 5.2.5Aplicación didáctica de los estilos de aprendizaje
  • 6.Conclusiones
  • Agradecimientos
  • Notas
  • Referencias
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