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

• Arnaiz-Castro, Patricia ^[1] ; Espejo, Roberto ^[2] ; Gómez-Parra, M. Elena ^[2]
  1. [1] Universidad de Las Palmas de Gran Canaria

     Universidad de Las Palmas de Gran Canaria

     Gran Canaria, España

     
  2. [2] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
• Localización: RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, ISSN-e 2530-3791, ISSN 0213-8646, Vol. 38, Nº. 99, 3, 2024
• Idioma: inglés
• DOI: 10.47553/rifop.v99i38.3.109773
• Títulos paralelos:
  • La percepción de futuros maestros bilingües sobre sus competencias intercultural y plurilingüe
• Enlaces
  • Texto completo
• Resumen
  • español

    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.

  • English

        The number of bilingual teacher preparation programs in Spain continues to increase, making it essential for research to address this evolving reality from multiple perspectives. Given that the success or failure of any educational innovation is closely tied to how it is understood and perceived, this study aims to analyse the usefulness of bilingual education from the perspective of one key group of stakeholders: bilingual pre-service teachers. Specifically, participants’ levels of self-perceived intercultural and bilingual competences were measured in relation to four variables:  gender, involvement in a bilingual track in primary education, participation in international programs, and language proficiency. The relationship between intercultural competence and plurilingual competence was also examined. Data were collected through a questionnaire designed by the research team of the national project SELF-CITATION. The sample comprised 99 students from four public universities in Spain. Results of the Mann Whitney U tests indicated that participants’ self-perceived levels of both competences seem to be linked with their participation in international programs and their language proficiency. Participation in bilingual programs in primary education proved to have a weak impact. No gender differences were detected. Pearson correlations revealed the positive correlation between the two dimensions examined. This study has gathered overall trends among bilingual pre-service teachers, which can have relevant implications for initial teacher education and language education in general.

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