The Influence of Prior Learning Experiences in the Training of Teachers of Spanish as a Foreign Language
In Colombia, teachers of Spanish as a foreign language achieve professionalization at the postgraduate level (specialization or master’s degree), since there are still no undergraduate programs in the field. This article reports the findings of a study on the possible influence of prior learning experiences of applicants for the Master’s Degree in Teaching Spanish as a Foreign and Second Language of Instituto Caro y Cuervo on their teaching training. From the content analysis of the written answers that the applicants have provided to answer a question that explicitly inquires about their learning experiences and previous beliefs, in the pedagogical aptitude test applied during the admission process to the program, we conclude that the prior beliefs that teachers build as students are resistant to change, since the teaching practices that the master’s degree applicants would repeat in their teaching work (184,49 %) almost duplicate those that they would change (98,26 %) and what they would do (95,25 %). Therefore, we assume that those practices that
applicants would repeat derive from positive learning experiences, while those that they would change derive from negative ones.
Keywords:
prior learning experiences, prior beliefs, SFL teacher training, teaching sfl in ColombiaCopyright (c) 2023 Humanitas Hodie
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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