El impacto de una experiencia de enseñanza en la autoeficacia de los profesores de Inglés como Lengua Extranjera (ILE) en etapa de formación
DOI:
https://doi.org/10.21703/rexe.v22i50.1759Palabras clave:
Experiencia pedagógica, Formación profesional, Inglés como lengua extranjera, pregradoResumen
La Autoeficacia Docente (AD) continúa ganando relevancia debido a su conexión con factores tales como el buen desempeño docente y los bajos niveles de burnout. Las experiencias de enseñanza se consideran una de las principales fuentes de autoeficacia docente; sin embargo, los profesores en formación no suelen tener muchas de estas experiencias aparte de las instancias formales de práctica. El propósito de este estudio fue determinar el impacto que tiene la preparación y realización de una clase en la AD de un grupo de docentes de inglés en etapa de formación por medio de la aplicación de una encuesta y el análisis de ensayos reflexivos. Los hallazgos de esta investigación revelaron que ser parte de una experiencia de enseñanza en el contexto de una instancia de Aprendizaje-Servicio incrementa los niveles de autoeficacia en sus tres dimensiones: estrategias de enseñanza, gestión de aula y compromiso de los estudiantes. De forma adicional, el análisis cualitativo muestra cuatro temas recurrentes en las reflexiones: el uso de video como apoyo a la reflexión, la promoción de la interacción, el manejo de curso y las emociones sentidas al enseñar.
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