Perspectivas de Enseñanza en Profesores de ELE en la Educación Secundaria Argelina: Un Análisis Descriptivo de las creencias, intenciones y acciones

Abstract

This article aims to identify the dominant teaching perspectives of Algerian secondary school teachers in a sample of 54 participants. The study is conducted within a quantitative framework, employing a transactional and analytic nonexperimental inferential design. The research is based on the Teaching Perspectives Inventory proposed by Pratt and Collins (2001), which explores beliefs, intentions, and actions. Statistical analysis of the collected data was performed using SPSS (Version 26). The results confirm the prevalence of learning and transmission perspectives. Additionally, the academic level emerges as a significant variable, demonstrating a notable difference in the preference for the five perspectives among Spanish as a foreign language professors.

Keywords

• teaching perspectives
• teaching practice
• ele
• algerian secondary education