El Efecto de la Edad de los docentes en sus Creencias sobre la Investigación-Acción: Implicaciones para la Educación de una Segunda Lengua
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A pesar del creciente cuerpo de estudios sobre investigación-acción (IA) en la educación de una segunda lengua/lengua extranjera (L2), se sabe poco acerca de las creencias de los docentes sobre AR entre diferentes grupos de edad. Por lo tanto, este estudio tiene como objetivo investigar si las creencias de los profesores de L2 sobre IA varían según la edad de los profesores. El Inventario de Creencias de los Docentes sobre la Investigación-Acción (ITBAR) se distribuyó a 157 docentes iraníes de enseñanza del idioma inglés. Luego, 120 de ellos se dividieron aleatoriamente en tres grupos de edad, a saber, principiantes (20 a 34 años), de mediana edad (35 a 49 años) y mayores (50+). Para observar si la diferencia entre los grupos era significativa, se utilizó una prueba de ANOVA de una vía. Los hallazgos mostraron que los docentes pueden experimentar los efectos de la edad en la exigente profesión de la enseñanza. Según los datos, los docentes más jóvenes obtuvieron las puntuaciones medias más altas con respecto a sus creencias sobre la IA en comparación con sus colegas de mediana edad y mayores. Esto podría atribuirse a las diferentes perspectivas de estos docentes hacia el desarrollo profesional, el papel de los programas de docentes en formación y la familiaridad de los docentes experimentados con las limitaciones de realizar IA en contextos reales de aula. Entonces se sugiere que el diseño de proyectos de IA colaborativos entre profesores principiantes y senior y el apoyo institucional puedan conducir a resultados más fructíferos y positivos.
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