Percepciones de los estudiantes de la especialidad de lengua extranjera - inglés sobre atención a la diversidad en la formación inicial del profesorado de Educación Secundaria

Moya, Emilio Crisol; Cara, María Jesús Caurcel

doi:10.7764/onomazein.ne6.09

Cited by 5 publications

(13 citation statements)

References 10 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results indicated that nurses’ understanding of foreign cultures and cultural awareness are key to responding to the needs of their patients. More importantly, due to globalisation and the mass movement of people [ 11 ], current clinical environments should be upgraded to diverse and inclusive sites in order to satisfy the needs of patients from different parts of the world [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Upgrading Nursing Students’ Foreign Language and Communication Skills: A Qualitative Inquiry of the Afterschool Enhancement Programmes

Santos

2021

IJERPH

View full text Add to dashboard Cite

Learning a foreign language is not easy for many students, particularly for nursing students who need to complete their internships in the hospital. However, motivation always drives them to the foreign language classrooms. The purpose of this study was to understand the motivations and reasons behind why these nursing students decided to study Mandarin Chinese as part of their personal development and enhancement beyond the curriculum. One main question and one sub-research question were written, why would nursing students decide to take Chinese as the tool for foreign language and culture development? What and why are the reasons and motivations for nursing students to take Chinese beyond their curriculum? The qualitative case study method was employed in order to investigate 36 nursing university students in the United Kingdom. The results of this study concluded that nursing students tend to study Chinese due to personal development and career goals. School leaders, department heads, government leaders, policymakers, human resources professionals, vocational trainers, and researchers may take this study as the opportunity to reform their current human resource and education plans to offer foreign language courses to university students, members of the public, learners, and interested parties for both personal development and career enhancements.

show abstract

Section: Introductionmentioning

confidence: 99%

Upgrading Nursing Students’ Foreign Language and Communication Skills: A Qualitative Inquiry of the Afterschool Enhancement Programmes

Santos

2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Besides, FL teachers do not feel the need to use inclusive teaching methods [50]. Nonetheless, there are studies claiming that a change in the training of pre-service teachers has positive effects in terms of mooting the idea of problematizing the importance of inclusive approaches to linguistic education [51][52][53]. However, although there is a crystal-clear correlation between pre-service teachers' attitudes and linguistic development, there are numerous authors who argue that this positiveness is diluted in practice [52,[54][55][56].…”

Section: Students With Mid In the Fl Classroommentioning

confidence: 99%

Coping with Challenges in Teaching Foreign Languages to Children with Mild Intellectual Disabilities: Stakeholders’ Perspectives

et al. 2021

View full text Add to dashboard Cite

In this qualitative study, we aim to gain insight into the stakeholders’ perspectives around the inclusion of a mild intellectual disability (MID) student of perinatal origin in the foreign language (FL) classroom, and their perspectives on the student’s working conditions, and the support needed to effectively develop this student’s basic FL skills. The research hypothesis holds that the stakeholders face numerous technical, contextual, and formative challenges which hinder the MID student’s learning conditions in the FL classroom. The study was carried out in a state secondary school of the metropolitan area of Granada (Spain). Different stakeholders participated in this study. As an instrument of research, we designed an in-depth interview with open questions. The data were perused, sifted, and interpreted by means of a content analysis methodology. The main results confirm the research hypothesis since stakeholders’ perspectives are positive towards the theoretical bases of inclusive education. Conversely, we observe that these perspectives are negative when it comes to the real and effective practice of inclusive education in the FL classroom, which would allow them to tailor their teaching methodology to the real needs of the MID student and the rest of students with special educational needs (SEN).

show abstract

“…Preservice training of secondary education teachers is an important focus of attention in all European countries. In Spain, educational reforms have been transforming education, requiring teachers to assume new tasks and responsibilities that involve them in the school's functioning [8].…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…The University of Granada (UGR) (Spain), the context for this study, has extensive experience in initial and continuing education for teachers at all stages of education [8]. Its preservice training for compulsory secondary education has been organized around a University Master's Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas (MAES)).…”

Section: Introductionmentioning

confidence: 99%

“…Its preservice training for compulsory secondary education has been organized around a University Master's Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas (MAES)). For matters of educational inclusion, the MAES includes objectives such as developing and implementing individual and group didactic methods adapted to the students' diversity, and designing and developing learning environments with special attention to equity [8].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

2021

Self Cite

View full text Add to dashboard Cite

Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

show abstract

Percepciones de los estudiantes de la especialidad de lengua extranjera - inglés sobre atención a la diversidad en la formación inicial del profesorado de Educación Secundaria

Cited by 5 publications

References 10 publications

Upgrading Nursing Students’ Foreign Language and Communication Skills: A Qualitative Inquiry of the Afterschool Enhancement Programmes

Upgrading Nursing Students’ Foreign Language and Communication Skills: A Qualitative Inquiry of the Afterschool Enhancement Programmes

Coping with Challenges in Teaching Foreign Languages to Children with Mild Intellectual Disabilities: Stakeholders’ Perspectives

Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Contact Info

Product

Resources

About