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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
dc.contributor.author | Rojas Tejada, Antonio José | |
dc.contributor.author | Cruz Del Pino, Raquel M. | |
dc.contributor.author | Tatar, Moshe | |
dc.contributor.author | Sayans Jiménez, Pablo | |
dc.date.accessioned | 2024-01-24T12:59:02Z | |
dc.date.available | 2024-01-24T12:59:02Z | |
dc.date.issued | 2011-07-14 | |
dc.identifier.citation | Rojas Tejada, A. J., Cruz del Pino, R. M., Tatar, M., & Jiménez Sayáns, P. (2011). “Spanish as a foreign language” teachers’ profiles: inclusive beliefs, teachers’ perceptions of student outcomes in the TCLA program, burnout, and experience. European Journal of Psychology of Education, 27(3), 285–298. https://doi.org/10.1007/s10212-011-0070-9 | es_ES |
dc.identifier.issn | 02562928 | |
dc.identifier.uri | http://hdl.handle.net/10835/15422 | |
dc.description.abstract | 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 characterized by more years of experience, lower inclusive beliefs scores, lower teachers’ perception of student outcomes in the TCLA program scores, and higher burnout scores as compared with the Innovative SFL Teachers. Moreover, Traditional SFL Teachers conceptualize their teaching role as a "teacher of Spanish" whereas Innovative SFL Teachers see themselves much more as playing a supportive role. | es_ES |
dc.language.iso | en | es_ES |
dc.publisher | SpringerLink | es_ES |
dc.subject | Spanish as a foreign language teachers | es_ES |
dc.subject | Inclusive education | es_ES |
dc.subject | Inclusive Believes | es_ES |
dc.subject | Teachers’ perception of student outcomes | es_ES |
dc.subject | Teacher Burnout | es_ES |
dc.title | 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 | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.relation.publisherversion | https://link.springer.com/article/10.1007/s10212-011-0070-9 | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.relation.projectID | This work was possible thanks to an Excellency Project financed by the Andalusian Autonomous Government (General Secretary of Universities. Research and Technology). Ref. P09-SEJ-4657 (years 2009-2013). | es_ES |