Bilingual pre-service teachers' perceptions of their intercultural and plurilingual competences

Autores/as

  • Patricia Arnaiz-Castro Universidad de Las Palmas de Gran Canaria
  • Roberto Espejo Universidad de Córdoba
  • M. Elena Gómez-Parra Universidad de Córdoba

DOI:

https://doi.org/10.47553/rifop.v99i38.3.109773

Resumen

El número de programas de formación para profesores bilingües en España sigue aumentando, haciendo esencial que la investigación aborde esta realidad en evolución desde múltiples perspectivas. Dado que el éxito o fracaso de cualquier innovación educativa está estrechamente vinculado a cómo se entiende y percibe, este estudio tiene como objetivo analizar la utilidad de la educación bilingüe desde la perspectiva de un grupo de futuros profesores bilingües en formación. Específicamente, se midieron los niveles de competencias interculturales y bilingües autopercibidas de los participantes en relación con cuatro variables: género, participación en un programa bilingüe en educación primaria, participación en programas internacionales y dominio del idioma. También se examinó la relación entre la competencia intercultural y la competencia plurilingüe. Los datos se recolectaron a través de un cuestionario diseñado por el equipo de investigación del proyecto nacional AUTOCITA. La muestra comprendió 99 estudiantes de cuatro universidades públicas de España. Los resultados de las pruebas U de Mann Whitney indicaron que los niveles autopercibidos de ambas competencias parecen estar vinculados con la participación en programas internacionales y el dominio del idioma. La participación en programas bilingües en educación primaria demostró tener un impacto débil. No se detectaron diferencias de género. Las correlaciones de Pearson revelaron una correlación positiva entre las dos dimensiones examinadas. Este estudio ha recopilado tendencias generales entre los futuros profesores bilingües en formación, lo que puede tener implicaciones relevantes para la formación inicial del profesorado y la educación lingüística en general.

Biografía del autor/a

Patricia Arnaiz-Castro , Universidad de Las Palmas de Gran Canaria

Dr. Patricia Arnaiz Castro, holding a PhD in English Didactics since 2001, is an Associate Professor specializing in EFL and Bilingual Education. With a rich background in these fields, she has contributed significantly through specialized research, countless publications, participation in international conferences as keynote speaker, and national and international projects. Professor Arnaiz Castro’s work has appeared in highly ranked international journals indexed in SCOPUS and JCR  as well as in high quality book chapters. Dr. Arnaiz Castro was the coordinator in the University of las Palmas de Gran Canaria of the ERASMUS + Project 'PlayingbeyondCLIL' (VG-IN-BE-18-36-047300) (018-2021). She has participated in competitive funded-projects including BESOC (ref. EDU2017-84800R), and FoBE (ref. PID2021-127031OB-I00) and also in the project funded by the British Council in 2017-2018 on the evaluation of bilingual programmes in Andalusia.

 

Roberto Espejo , Universidad de Córdoba

He is an Associate professor at the University of Córdoba and has worked for 30 years in various engineering degrees. He has  also participated in numerous doctoral and master’s degree courses. He holds a degree in Mathematical Sciences with a specialization in Statistics and a Ph.D. in Computer Science (computational statistics). He has been the academic coordinator of the undergraduate programs in computer engineering for several years and has participated in various curriculum creation processes at the Polytechnic School of the University of Córdoba. He has publications in high-impact journals in the field of applied statistics and has coordinated numerous projects on educational innovation. He is also a reviewer for several scientific education journals.

 

M. Elena Gómez-Parra , Universidad de Córdoba

Mª Elena Gómez Parra, full professor at the university of Córdoba, is an interdisciplinary researcher working mainly within Intercultural Education, Bilingual Education, and English as a Foreign Language. . Her key research areas include: interculture, bilingual education, early second language acquisition.

Dr. Gómez Parra is the director of the Research Group HUM-1006 (Research in Bilingual and Intercultural Education); she is a full member of ATINER, the President of IBIE (Ibero-American Bilingual and Intercultural Education) Network since its foundation, the Director of the Erasmus Mundus Joint Master Degree (EMJMD) entitled Play, Education, Toys and Languages (PETaL), the IP of the Research Project ‘LinguApp: LinguApp: asegurando el acceso al aprendizaje universal e inclusivo de segundas lenguas’ (Ref. no. PRY208/17, funded by Centro de Estudios Andaluces, July 2017-July 2019), the IP of the Research Spanish National Project entitled ‘Facing Bilinguals: Study of Bilingual Education Programmes' Results through Social Data Analysis’ (2018-2021), the Director of the prestigious UIMP (Universidad Internacional Menéndez Pelayo) training courses for Spanish Primary Education Teachers entitled: ‘Innovation within CLIL: Mindfulness, Design Thinking and ICT’ (Cuenca, 10th-14th July 2017), as well as for Secondary Bilingual Teachers: ‘Innovation in Bilingual Secondary Education’ (Cuenca, 9th-13th July 2018). She is also a reviewer for a number of international journals on education, second languages and culture.

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Publicado

2024-12-30

Cómo citar

Arnaiz-Castro, P., Espejo, R., & Gómez-Parra, M. E. (2024). Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 99(38.3). https://doi.org/10.47553/rifop.v99i38.3.109773

Número

Vol. 99 Núm. 38.3 (2024): Didáctica de las lenguas extranjeras. Nuevos retos y perspectivas para la formación del profesorado

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Monográfico

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