Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language
The research works linked to the thinking of the teaching staff influence the relevant influence that implicit theories exert on decision-making about classroom practise and on the academic performance of students. In this sense, the present study focuses on the teaching belief system about the deve...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-10-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.749426/full |
| _version_ | 1819146219569545216 |
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| author | María Teresa Caro Valverde José Manuel de Amo Sánchez-Fortún Juana Celia Domínguez-Oller |
| author_facet | María Teresa Caro Valverde José Manuel de Amo Sánchez-Fortún Juana Celia Domínguez-Oller |
| author_sort | María Teresa Caro Valverde |
| collection | DOAJ |
| description | The research works linked to the thinking of the teaching staff influence the relevant influence that implicit theories exert on decision-making about classroom practise and on the academic performance of students. In this sense, the present study focuses on the teaching belief system about the development of argumentation in the commentary of multimodal texts. For this, a quantitative methodology based on non-experimental or ex post facto design with semi-structured and closed survey-questionnaire-type instruments has been selected. From a target population made up of Spanish teachers, 502 respondents selected using the non-probabilistic sampling technique applied the accessibility criterion. An ad hoc questionnaire has been drawn up consisting of 28 items digitised electronically using the survey platform of the University of Murcia. It has been structured in two blocks: the first aimed at establishing the sociodemographic and professional profile of the participants and the second at collecting data related to the teachers' beliefs regarding the work of the text commentary in class. The results show five professional profiles defined based on the implicit theories and the pedagogical model to which they are associated. It is also found that the majority declare that they align themselves with non-conservative didactic trends or approaches, centred on the student body and oriented toward the construction of critical knowledge. In this regard, manifest contradictions are detected between his implicit and explicit epistemological convictions. The findings of this study offer guidelines for the design of an effective and efficient argumentative text commentary formative proposal. |
| first_indexed | 2024-12-22T13:10:27Z |
| format | Article |
| id | doaj.art-fb98d27a13514d6eb0e883fa81c64f2b |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-22T13:10:27Z |
| publishDate | 2021-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-fb98d27a13514d6eb0e883fa81c64f2b2022-12-21T18:24:45ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-10-011210.3389/fpsyg.2021.749426749426Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign LanguageMaría Teresa Caro Valverde0José Manuel de Amo Sánchez-Fortún1Juana Celia Domínguez-Oller2Teaching Department of Language and Literature (Spanish, English and French), University of Murcia, Murcia, SpainDepartment of Education, University of Almería, Almería, SpainDepartment of Education, University of Almería, Almería, SpainThe research works linked to the thinking of the teaching staff influence the relevant influence that implicit theories exert on decision-making about classroom practise and on the academic performance of students. In this sense, the present study focuses on the teaching belief system about the development of argumentation in the commentary of multimodal texts. For this, a quantitative methodology based on non-experimental or ex post facto design with semi-structured and closed survey-questionnaire-type instruments has been selected. From a target population made up of Spanish teachers, 502 respondents selected using the non-probabilistic sampling technique applied the accessibility criterion. An ad hoc questionnaire has been drawn up consisting of 28 items digitised electronically using the survey platform of the University of Murcia. It has been structured in two blocks: the first aimed at establishing the sociodemographic and professional profile of the participants and the second at collecting data related to the teachers' beliefs regarding the work of the text commentary in class. The results show five professional profiles defined based on the implicit theories and the pedagogical model to which they are associated. It is also found that the majority declare that they align themselves with non-conservative didactic trends or approaches, centred on the student body and oriented toward the construction of critical knowledge. In this regard, manifest contradictions are detected between his implicit and explicit epistemological convictions. The findings of this study offer guidelines for the design of an effective and efficient argumentative text commentary formative proposal.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.749426/fullargumentationtext commentaryteachers' beliefsmultimodal textsteaching SpanishSpanish foreign language |
| spellingShingle | María Teresa Caro Valverde José Manuel de Amo Sánchez-Fortún Juana Celia Domínguez-Oller Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language Frontiers in Psychology argumentation text commentary teachers' beliefs multimodal texts teaching Spanish Spanish foreign language |
| title | Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language |
| title_full | Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language |
| title_fullStr | Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language |
| title_full_unstemmed | Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language |
| title_short | Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language |
| title_sort | implicit teacher theories regarding the argumentative commentary of multimodal texts in the teaching of spanish as a native and foreign language |
| topic | argumentation text commentary teachers' beliefs multimodal texts teaching Spanish Spanish foreign language |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.749426/full |
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