Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences

The number of bilingual teacher preparation programs in Spain continues to increase, making it essential for research to address this evolving reality from multiple perspectives. Given that the success or failure of any educational innovation is closely tied to how it is understood and perceived, th...

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Detalhes bibliográficos
Autores: Arnaiz-Castro, Patricia, Espejo, Roberto, Gómez-Parra, M. Elena
Formato: artículo
Fecha de publicación:2024
País:España
Recursos:Universidad de Murcia
Repositorio:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
OAI Identifier:oai:digitum.um.es:10201/148581
Acesso em linha:https://doi.org/10.47553/rifop.v99i38.3.109773
http://hdl.handle.net/10201/148581
Access Level:acceso abierto
Palavra-chave:Bilingual teacher preparation programs
Pre-service teachers’ perceptions
Intercultural competence
Plurilingual competence
Programas de formación bilingüe
Percepciones del profesorado en formación
Competencia intercultural
Competencia plurilingüe
CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre
id ES_f4bfe2659aafb7b4151eea8af2cc9686
oai_identifier_str oai:digitum.um.es:10201/148581
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
La percepción de futuros maestros bilingües sobre sus competencias intercultural y plurilingüe
title Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
spellingShingle Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
Arnaiz-Castro, Patricia
Bilingual teacher preparation programs
Pre-service teachers’ perceptions
Intercultural competence
Plurilingual competence
Programas de formación bilingüe
Percepciones del profesorado en formación
Competencia intercultural
Competencia plurilingüe
CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre
title_short Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
title_full Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
title_fullStr Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
title_full_unstemmed Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
title_sort Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competences
dc.creator.none.fl_str_mv Arnaiz-Castro, Patricia
Espejo, Roberto
Gómez-Parra, M. Elena
author Arnaiz-Castro, Patricia
author_facet Arnaiz-Castro, Patricia
Espejo, Roberto
Gómez-Parra, M. Elena
author_role author
author2 Espejo, Roberto
Gómez-Parra, M. Elena
author2_role author
author
dc.subject.none.fl_str_mv Bilingual teacher preparation programs
Pre-service teachers’ perceptions
Intercultural competence
Plurilingual competence
Programas de formación bilingüe
Percepciones del profesorado en formación
Competencia intercultural
Competencia plurilingüe
CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre
topic Bilingual teacher preparation programs
Pre-service teachers’ perceptions
Intercultural competence
Plurilingual competence
Programas de formación bilingüe
Percepciones del profesorado en formación
Competencia intercultural
Competencia plurilingüe
CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre
description The number of bilingual teacher preparation programs in Spain continues to increase, making it essential for research to address this evolving reality from multiple perspectives. Given that the success or failure of any educational innovation is closely tied to how it is understood and perceived, this study aims to analyse the usefulness of bilingual education from the perspective of one key group of stakeholders: bilingual pre-service teachers. Specifically, participants’ levels of self-perceived intercultural and bilingual competences were measured in relation to four variables: gender, involvement in a bilingual track in primary education, participation in international programs, and language proficiency. The relationship between intercultural competence and plurilingual competence was also examined. Data were collected through a questionnaire designed by the research team of the national project SELF-CITATION. The sample comprised 99 students from four public universities in Spain. Results of the Mann Whitney U tests indicated that participants’ self-perceived levels of both competences seem to be linked with their participation in international programs and their language proficiency. Participation in bilingual programs in primary education proved to have a weak impact. No gender differences were detected. Pearson correlations revealed the positive correlation between the two dimensions examined. This study has gathered overall trends among bilingual pre-service teachers, which can have relevant implications for initial teacher education and language education in general.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.47553/rifop.v99i38.3.109773
http://hdl.handle.net/10201/148581
url https://doi.org/10.47553/rifop.v99i38.3.109773
http://hdl.handle.net/10201/148581
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Sin financiación externa a la Universidad
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
22
application/pdf
dc.publisher.none.fl_str_mv Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publisher.none.fl_str_mv Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
dc.source.none.fl_str_mv reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
instname:Universidad de Murcia
instname_str Universidad de Murcia
reponame_str DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
collection DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869424500178681856
spelling Bilingual pre-service teachers’ perceptions of their intercultural and plurilingual competencesLa percepción de futuros maestros bilingües sobre sus competencias intercultural y plurilingüeArnaiz-Castro, PatriciaEspejo, RobertoGómez-Parra, M. ElenaBilingual teacher preparation programsPre-service teachers’ perceptionsIntercultural competencePlurilingual competenceProgramas de formación bilingüePercepciones del profesorado en formaciónCompetencia interculturalCompetencia plurilingüeCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libreThe number of bilingual teacher preparation programs in Spain continues to increase, making it essential for research to address this evolving reality from multiple perspectives. Given that the success or failure of any educational innovation is closely tied to how it is understood and perceived, this study aims to analyse the usefulness of bilingual education from the perspective of one key group of stakeholders: bilingual pre-service teachers. Specifically, participants’ levels of self-perceived intercultural and bilingual competences were measured in relation to four variables: gender, involvement in a bilingual track in primary education, participation in international programs, and language proficiency. The relationship between intercultural competence and plurilingual competence was also examined. Data were collected through a questionnaire designed by the research team of the national project SELF-CITATION. The sample comprised 99 students from four public universities in Spain. Results of the Mann Whitney U tests indicated that participants’ self-perceived levels of both competences seem to be linked with their participation in international programs and their language proficiency. Participation in bilingual programs in primary education proved to have a weak impact. No gender differences were detected. Pearson correlations revealed the positive correlation between the two dimensions examined. This study has gathered overall trends among bilingual pre-service teachers, which can have relevant implications for initial teacher education and language education in general.El número de programas de formación para profesores bilingües en España sigue aumentando, haciendo esencial que la investigación aborde esta realidad en evolución desde múltiples perspectivas. Dado que el éxito o fracaso de cualquier innovación educativa está estrechamente vinculado a cómo se entiende y percibe, este estudio tiene como objetivo analizar la utilidad de la educación bilingüe desde la perspectiva de un grupo de futuros profesores bilingües en formación. Específicamente, se midieron los niveles de competencias interculturales y bilingües autopercibidas de los participantes en relación con cuatro variables: género, participación en un programa bilingüe en educación primaria, participación en programas internacionales y dominio del idioma. También se examinó la relación entre la competencia intercultural y la competencia plurilingüe. Los datos se recolectaron a través de un cuestionario diseñado por el equipo de investigación del proyecto nacional AUTOCITA. La muestra comprendió 99 estudiantes de cuatro universidades públicas de España. Los resultados de las pruebas U de Mann Whitney indicaron que los niveles autopercibidos de ambas competencias parecen estar vinculados con la participación en programas internacionales y el dominio del idioma. La participación en programas bilingües en educación primaria demostró tener un impacto débil. No se detectaron diferencias de género. Las correlaciones de Pearson revelaron una correlación positiva entre las dos dimensiones examinadas. Este estudio ha recopilado tendencias generales entre los futuros profesores bilingües en formación, lo que puede tener implicaciones relevantes para la formación inicial del profesorado y la educación lingüística en general.Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)202520252024info:eu-repo/semantics/articleapplication/pdf22application/pdfhttps://doi.org/10.47553/rifop.v99i38.3.109773http://hdl.handle.net/10201/148581reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murciainstname:Universidad de MurciaInglésSin financiación externa a la Universidadinfo:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:digitum.um.es:10201/1485812026-05-27T12:40:41Z
score 15.812429

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