El impacto de la obligatoriedad de los programas bilingües en las actitudes y percepciones sobre la educación bilingüe del profesorado de asignaturas de contenido de educación secundaria

  1. Inmaculada Senra-Silva 1
  2. Diego Ardura 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2024

Título del ejemplar: La educación bilingüe en España : una mirada crítica acerca de las tendencias actuales

Número: 403

Páginas: 143-172

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2024-403-607 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Los diferentes desarrollos legislativos de las Comunidades Autónomas españolas en relación con la enseñanza bilingüe en educación secundaria obligatoria permiten que en algunos territorios los centros oferten de manera voluntaria dichas enseñanzas. Sin embargo, en otros todos los estudiantes matriculados en un centro bilingüe se ven obligados a cursar este tipo de enseñanzas. Este trabajo se planteó como objetivo investigar las actitudes, la autoeficacia y las percepciones sobre los logros de los estudiantes del profesorado de asignaturas de contenido en centros de educación sedundaria bilingües, estableciendo una comparación entre profesorado de centros en los que la enseñanza bilingüe es obligatoria y profesorado que trabaja en centros en los que los estudiantes pueden elegir si se unen al programa bilingüe o no. Para llevar a cabo el trabajo, se ha utilizado un diseño de investigación ex-post-facto. Los datos se han recogido utilizando diferentes cuestionarios diseñados para medir los constructos implicados en la investigación. Para contestar a las preguntas de investigación, se han llevado a cabo análisis psicométricos para asegurar la validez y la fiabilidad de los instrumentos así como análisis descritivos, análisis de diferencias de medias y de regresión logística binaria. Los resultados muestran percepciones más positivas en el profesorado de centros en los que la educación bilingüe no es obligatoria para todo el alumnado. El profesorado de estos centros muestra actitudes más favorables hacia este tipo de enseñanza, especialmente en las actitudes instrumentales, una mayor autoeficacia y mejores percepciones sobre los resultados de los estudiantes y su implicación en el aula. En vista de estos resultados, resultaría conveniente que las administraciones educativas abriesen un debate con el profesorado sobre la cuestión de la obligatoriedad de la enseñanza bilingüe para todo el alumnado.

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Fuente de los datos: Dialnet