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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 36:2 (2023) ► pp.615–642

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Influencia de factores contextuales en creencias pedagógicas de los profesores de ELE en China

Una perspectiva ecológica

ORCiD logo with link | Fudan University
ORCiD logo with link | Shandong University
ORCiD logo with link | Fudan University

Article language: Spanish

Published online: 13 July 2023
DOI logo with link
https://doi.org/10.1075/resla.21014.lu
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, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.Google Scholar logo with link to Google Scholar, 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.
Abstract
Influence of contextual factors on pedagogical beliefs of ELE teachers in China: An ecological perspective
Teachers’ teaching beliefs play a key role in shaping teaching practice. Thus, understanding the contextual factors that influence the beliefs of educators can help improve their pedagogical practices so as to enhance the teaching effectiveness. Informed by the ecological theory of Bronfenbrenner (Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.Google Scholar logo with link to Google Scholar, (1993). The ecology of cognitive development: Research models and fugitive findings. In R. Wonziak and K. Fischer (Eds.), Development in Context: Acting and Thinking in Specific Environments (pp. 3–44). Erlbaum.Google Scholar logo with link to Google Scholar), the present study examines how contextual factors of multiple levels influence the beliefs of 20 teachers of Spanish language in eight Chinese universities. Based on the qualitative analysis of the interview data, the results reveal that these factors consist of one’s educational and intercultural experience (at microsystem), school policy, program curriculum and students’ needs (at mesosystem), the socioeconomic environment (at exosystem), and traditional culture and ideology (at macrosystem). The four levels of contextual factors interact with each other and cause a direct or indirect impact on the teaching belief of the participants. These findings deepen the understanding of the Spanish teachers and Spanish teaching in China and contexts alike, which generate insights into the education of languages other than English (LOTEs).
Article outline
  • 1.Introducción
  • 2.Estudios previos
    • 2.1Definición de las creencias de los profesores y la influencia del contexto
    • 2.2La teoría ecológica de Bronfenbrenner
    • 2.3La ELE en el contexto chino
  • 3.Diseño del estudio
    • 3.1Contexto del estudio
    • 3.2Participantes
    • 3.3Metodología y análisis de los datos
  • 4.Resultados
    • 4.1Microsistema
    • 4.2Mesosistema
    • 4.3Exosistema
    • 4.4Macrosistema
  • 5.Discusión
  • 6.Conclusión
  • Notas
  • Referencias
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