Instrument to measure teachers' attitudes towards the teaching of English to pupils with learning difficulties

Instrumento para medir actitudes profesorales hacia la enseñanza del inglés a educandos con dificultades en el aprendizaje

Authors

  • Marcel Mendoza Zúñiga “Enrique José Varona” University of Pedagogical Sciences https://orcid.org/0000-0002-0447-5738
  • Isora Enríquez O’Farril “Enrique José Varona” University of Pedagogical Sciences
  • Lázaro Armando López Pavón “Enrique José Varona” University of Pedagogical Sciences https://orcid.org/0000-0003-2038-0891

Keywords:

attitude, teachers, English, learning difficulties

Abstract

The English teacher’s attitude is an important predictor of good educative practices. It consists of three essential components, cognitive, affective and behavioural. The article describes the procedures used to validate the instrument “A Scale to measure Foreign Language Teachers’ Attitude Towards Inclusive English Language Education to Pupils with Learning Difficulties in Primary and Special Schools”. A non-experimental descriptive research approach has been used, with a mixed paradigm based on the materialist dialectical method. The findings reveal indecisive attitudes of the teachers in its three components towards the inclusive teaching of English to students with learning difficulties in primary and special schools. The scale has evidenced to be useful to measure the attitude of both in - service English teachers and teachers - to - be.

Downloads

Download data is not yet available.

Author Biographies

Marcel Mendoza Zúñiga, “Enrique José Varona” University of Pedagogical Sciences

B.Ed.  Instructor teacher. “Enrique José Varona” University of Pedagogical Sciences

Isora Enríquez O’Farril , “Enrique José Varona” University of Pedagogical Sciences

Ph.D. Full Professor. “Enrique José Varona” University of Pedagogical Sciences

Lázaro Armando López Pavón, “Enrique José Varona” University of Pedagogical Sciences

Ph.D. Full Professor. “Enrique José Varona” University of Pedagogical Sciences

References

Adame, V. y Becerra, T. (2015). Actitudes del profesorado ante el alumnado con NEE. TFG. Universidad de Badajoz.
Allport, G. (1935). Attitudes, en Murchison (ed.), Handbook of social psychology, Worcester, Clark University Press.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia Pacific Journal of Teacher Education, 39(1) 17–32. doi:10.1080/1359866X.2010.540850
Forlin, C.; Sharma, U. & Loreman, T. (2014). “Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong”, International Journal of Inclusive Education, 18 (7).
Granada M., Pomés MP & Sanhueza S. (2013). Actitud de los profesores hacia la inclusión educativa. Papeles de Trabajo Nº 25 - Julio 2013.
Herrera, Mª. T. (2012). Actitudes hacia la educación inclusiva en docentes de primaria de los liceos navales del Callao. Tesis de maestría. Universidad San Ignacio de Loyola, Lima. Perú
Kormos, J. & Nijakowska, J. (2017). “Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a Massive Open Online Learning Course”, Teaching and Teacher Education, 68, pp. 30-41.
Kormos, J., & Kontra, H. (2008). Hungarian teachers’ perceptions of dyslexic language learners. In J. Kormos & E.H. Kontra (Eds.), Language learners with special needs: An international perspective (pp.189–213). Bristol, UK: Multilingual Matters.
Timo Saloviita (2020). Attitudes of Teachers Towards Inclusive Education in Finland, Scandinavian Journal of Educational Research, 64:2, 270-282, DOI: http://di.org/10.1080/00313831.2018.1541819
Mendoza Zúñiga M., Enríquez O’Farril I., & López Pavón L. (2022). Actitudes de profesores de lenguas extranjeras hacia la enseñanza inclusiva del inglés a educandos con dificultades en el aprendizaje Contexto cubano. Órbita Científica. No. 119 Vol. 28. Recuperado de: http://revistas.ucpejv.edu.cu/index.php/rOrb/article/view/1687
Ministerio de Educación Superior. (2016). Plan de estudio. Carrera Licenciatura en Educación Lenguas Extranjeras. La Habana. Cuba.
Muñoz, P.A., Velásquez, H.I. y Asprilla, W.F. (2018). Actitudes docentes frente a la educación para la diversidad (Tesis de Maestría). Universidad Pontificia Bolivariana. http://hdl.handle.net/20.500.11912/4014
Nijakowska, J. (2014): “Dyslexia in the European EFL teacher training context”, Pawlak, M. & Aronin, L. (eds.): Essential topics in applied linguistics and multilingualism, Heidelberg: Springer, pp. 129-154.
Nijakowska, J., Tsagari, D. & Spanoudis, G. (2018). “English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus and Poland”, Dyslexia, 24 (4), pp. 357-379. https://doi.org/10.1002/dys.1598
Nijakowska, J. (2019). Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework, European Journal of Special Needs Education, 34:2, 189-203, DOI: https://doi.org/10.1080/08856257.2019.158140
Nijakowska, J., Tsagari, D., & Spanoudis, G. (2020). Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire. Studies in Second Language Learning and Teaching, 10(4), 779-805. https://doi.org/10.14746/ssllt.2020.10.4.6
Rodríguez, A. (1989). Interpretación de las actitudes. En Rodríguez; J.Seoane, Creencias, actitudes y valores (pp.199-314) Madrid: Alhambra.
Rodríguez Fuentes, A., Caurcel Cara, M., & Alaín, L. (2019). Medir actitudes profesorales españolas hacia la educación inclusiva para lograr una escuela para todos. Actas Icono 14, 1(1), 416-433. Recuperado a partir de https://icono14.net/ojs/index.php/actas/article/view/1338

Downloads

Published

2022-09-19

How to Cite

Mendoza Zúñiga, M., Enríquez O’Farril , I. ., & López Pavón, L. A. (2022). Instrument to measure teachers’ attitudes towards the teaching of English to pupils with learning difficulties: Instrumento para medir actitudes profesorales hacia la enseñanza del inglés a educandos con dificultades en el aprendizaje. Pedagogical Horizon, 11(3), 12–21. Retrieved from //www.horizontepedagogico.cu/index.php/hop/article/view/251

Issue

Vol. 11 No. 3 (2022)

Section

Aula Abierta

License

Copyright (c) 2022 Marcel Mendoza Zúñiga, Isora Enríquez O’Farril , Lázaro Armando López Pavón

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Horizonte Pedagógico is an Open Access journal, meaning that all its content is freely accessible at no charge to the reader or their institution. Users are authorized to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal without prior permission from the publisher or author, in accordance with the BOAI definition of open access. Authors who publish in this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication. The journal is protected under a Creative Commons Attribution 4.0 International License (CC BY-NC 4.0), which permits others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially. Under the following conditions: attribution (you must give appropriate credit, provide a link to the license, and indicate if changes were made) and non-commercial — You may not use the material for commercial purposes. You may do so in any reasonable manner, but not in any way that suggests that the journal or the publishing author endorses you or your use.

Most read articles by the same author(s)