PERCEPCIONES DE LOS MAESTROS DE INGLÉS SOBRE EL USO DE LOS MÓDULOS PEDAGÓGICOS EN ECUADOR: UNA ENTREVISTA DE GRUPO FOCAL

Pamela Victoria Guevara Torres; Carlos Lenin Alvarez Llerena

doi:10.37135/chk.002.14.03

Autores

Pamela Victoria Guevara Torres Associate researcher, Guayaquil, Ecuador https://orcid.org/0000-0001-7863-8678
Carlos Lenin Alvarez Llerena Eötvös Loránd University, Budapest, Hungary https://orcid.org/0000-0001-7263-2611

DOI:

https://doi.org/10.37135/chk.002.14.03

Palavras-chave:

Educaci´´on pública, enseñanza de una lengua extranjera, plan de estudios, publicación educacional(es)

Resumo

Los libros de inglés son ampliamente utilizados como uno de los recursos más esenciales en la educación. Este estudio tiene como objetivo explorar las percepciones de los profesores ecuatorianos de inglés como lengua extranjera sobre la integración, utilidad, y funcionalidad de los módulos pedagógicos proporcionados por el Ministerio de Educación, así como su conexión con el currículum nacional ecuatoriano. Se realizó un diseño cualitativo exploratorio utilizando una entrevista de grupo focal a ocho maestros de inglés como lengua extranjera de primaria y secundaria. Los resultados de la entrevista del grupo focal indican que los maestros tienen percepciones positivas y negativas sobre el uso de estos módulos pedagógicos de inglés. Ellos están de acuerdo en que estos módulos pedagógicos promueven el aprendizaje de inglés de una manera contextualizada y auténtica al conectar aspectos del currículum nacional y los nuevos paradigmas relacionados a la enseñanza de inglés. No obstante, todos los maestros indicaron que la integración de estos nuevos módulos pedagógicos se llevó a cabo de manera confusa y desorganizada. Con base en los hallazgos, este estudio sugiere cambios constructivos a los especialistas que están a cargo de crear y editar dichos módulos para hacer que su integración, uso, y aplicación sean más eficientes.

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Biografia do Autor

Carlos Lenin Alvarez Llerena, Eötvös Loránd University, Budapest, Hungary

Language Pedagogy

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