Spanish as a foreign language teachers' profiles: Inclusive beliefs, teachers' perceptions of student outcomes in the TCLA program, burnout, and experience

Antonio J.Rojas Tejada, Raquel M.Cruz Del Pino, Moshe Tatar*, Pablo Jiménez Sayáns

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

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.

Original languageAmerican English
Pages (from-to)285-298
Number of pages14
JournalEuropean Journal of Psychology of Education
Volume27
Issue number3
DOIs
StatePublished - Sep 2012

Bibliographical note

Funding Information:
This work was funded as an Excellence Research Project by the Andalusia Regional Ministry for Innovation, Science and Business (Reference P09-SEJ-4657). A.J.RojasTejada . P. Jiménez Sayáns Human and Social Sciences Department, Faculty of Psychology, University of Almeria, 04120 Almeria, Spain

Keywords

  • Inclusive beliefs
  • Inclusive education
  • Spanish as a foreign language teachers
  • Teacher burnout
  • Teachers' perceptions of student outcomes

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