Spanish as a Foreign Language Teachers Profiles: Inclusive Believes, Teachers’ perception of student outcomes in TCLA Program, General and Diversity-related Teacher Burnout, and Experience
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2011-07-14Resumen
The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers—SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive educational approach. The present investigation is a preliminary attempt at characterizing the profiles of SFL teachers by assessing, simultaneously, five relevant variables (through cluster analysis): inclusive beliefs, teachers’ perceptions of student outcomes in TCLA program, general burnout, diversity-related teacher burnout, and years of teaching experience. Eighty-one SFL teachers from 132 schools in Spain (EU) were asked to complete a self-report questionnaire. Cluster analysis found two clearly differentiated groups: the larger one, Innovative SFL Teachers and the smaller, Traditional SFL Teachers. The Traditional SFL Teachers are charac...
Palabra/s clave
Spanish as a foreign language teachers
Inclusive education
Inclusive Believes
Teachers’ perception of student outcomes
Teacher Burnout
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