Teachers’ knowledge and mastery of elements of the Spanish Program

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Authors

Mirián Adriana Noriega-Jacob

Escuela Normal Superior, plantel Hermosillo, México

[email protected]

https://orcid.org/0000-0002-2968-8422

Detalles

DOI:

https://doi.org/10.32541/recie.2020.v4i1.pp103-115

Published

2020-01-25

Issue

Vol. 4 No. 1 (2020): Caribbean Journal of Educational Research

Abstract

Teaching and learning processes are characterized by being dynamic. This requires innovating educational programs and teachers mastering their content for teaching practice. This article studies, in the Mexican context, the knowledge and mastery of the Spanish 2011 program, of 87 teachers in service; 40 in elementary and 47 in high school. The instrument used explores the knowledge of the participants in relation to the purposes of teaching Spanish, curricular standards, specific competencies, didactic approach and role of the teacher. The data show that, although teachers know how and why they teach Spanish in Basic Education, they have not appropriated the elements of the program. The results highlight different challenges in relation to the subject. As a proposal, spaces and accompaniment that promote reflections, analysis and discussion are suggested, in order to achieve better results in language teaching and learning processes.

Keywords

basic education primary education Spanish teacher teacher knowledge teaching

How to Cite

Noriega-Jacob, M. A. (2020). Teachers’ knowledge and mastery of elements of the Spanish Program. Caribbean Educational Research Journal (RECIE), 4(1), 103–115. https://doi.org/10.32541/recie.2020.v4i1.pp103-115
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Teachers’ knowledge and mastery of elements of the Spanish Program

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Section

Research article