Needs of Training of Secondary School Teachers on the Framework of the National English Program of Basic Education
Author(s)
Jorge Mejía Bricaire*,
Edgar Oliver Cardoso Espinosa,
María Trinidad Cerecedo Mercado,
Fernando Briseño Hurtado,
Joel García Mendoza
Affiliation(s)
Sección de Estudios de Posgrado e Investigación Unidad Santo Tomás, Instituto Politécnico Nacional, Mexico City, Mexico.
Sección de Estudios de Posgrado e Investigación Unidad Santo Tomás, Instituto Politécnico Nacional, Mexico City, Mexico.
ABSTRACT
This paper discusses the high school teachers’ needs of training in the framework of the National English Program in Basic Education (NEPBE). This study aimed to evaluate perceptions of English teachers, in order to describe the social context—culture in the framework of the implementation of the programme. The methodology used was a non-experimental study of transverse type and evaluative character. The sample consisted of 35 professors who carried out the pilot study of the NEPBE in secondary general in the State of Mexico. The instruments used were a questionnaire and an evaluation scale of Likert-type whose application was done in December 2012. Among the main conclusions obtained, it was found that teachers need to identify the subject curriculum standards, they need to own an educational update in the creation of conducive learning environments for English language teaching, and also it was perceived with difficulties in students learning of English as a second language due to the lack of materials and infrastructure.
This paper discusses the high school teachers’ needs of training in the framework of the National English Program in Basic Education (NEPBE). This study aimed to evaluate perceptions of English teachers, in order to describe the social context—culture in the framework of the implementation of the programme. The methodology used was a non-experimental study of transverse type and evaluative character. The sample consisted of 35 professors who carried out the pilot study of the NEPBE in secondary general in the State of Mexico. The instruments used were a questionnaire and an evaluation scale of Likert-type whose application was done in December 2012. Among the main conclusions obtained, it was found that teachers need to identify the subject curriculum standards, they need to own an educational update in the creation of conducive learning environments for English language teaching, and also it was perceived with difficulties in students learning of English as a second language due to the lack of materials and infrastructure.
Cite this paper
Bricaire, J. , Espinosa, E. , Mercado, M. , Hurtado, F. and Mendoza, J. (2014) Needs of Training of Secondary School Teachers on the Framework of the National English Program of Basic Education. Creative Education, 5, 969-975. doi: 10.4236/ce.2014.511111.
Bricaire, J. , Espinosa, E. , Mercado, M. , Hurtado, F. and Mendoza, J. (2014) Needs of Training of Secondary School Teachers on the Framework of the National English Program of Basic Education. Creative Education, 5, 969-975. doi: 10.4236/ce.2014.511111.
References
[1] Hernández, R., Fernández, C., & Baptista, P. (2010). Metodologia de la investigación. México City: McGraw Hill. [2] Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press. [3] Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2008). Globalisation and Linguistic Competencies. Responding to Diversity in Language Environments.
http://www.oecd.org/dataoecd/55/15/41363216.pdf [4] Perez, M. (1990). Quénecesidades de formaciónperciben los profesores (p. 8). Madrid: Universidad Autónoma de Madrid. [5] Ramirez, J. L., Pamplón, E. N., & Cota, S. (2012). Problemática de la enseñanzadelinglés en lasprimariaspúblicas de México. Revista Ibero-americana de Educación, 2, 12p.
http://www.rieoei.org/deloslectores/5020Ramirez.pdf [6] Rosado, M. (2003). Metodologia de la investigación y la evaluación (p. 253). México City: Trillas. [7] SEP (2007). Programa Sectorial de Educación. México City: SEP. [8] SEP (2009). ProgramaNacional de inglés en la EducaciónBásica. México City: SEP. [9] SEP (2011). Plan de estudios. México City: SEP. [10] United Nations Educational, Scientific and Cultural Organization (UNESCO) (2003). Education in a Multilingual World, Paris. [11] Vera, F. (2008). Estado del Arte de la Profesión de Profesor de Inglés: “Quéocurre en Chile” (p. 15). Chile.
http://www.utemvirtual.cl/nodoeducativo/wp-content/uploads/2009/03/art_fvera.pdf
[1] Hernández, R., Fernández, C., & Baptista, P. (2010). Metodologia de la investigación. México City: McGraw Hill. [2] Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press. [3] Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2008). Globalisation and Linguistic Competencies. Responding to Diversity in Language Environments.
http://www.oecd.org/dataoecd/55/15/41363216.pdf [4] Perez, M. (1990). Quénecesidades de formaciónperciben los profesores (p. 8). Madrid: Universidad Autónoma de Madrid. [5] Ramirez, J. L., Pamplón, E. N., & Cota, S. (2012). Problemática de la enseñanzadelinglés en lasprimariaspúblicas de México. Revista Ibero-americana de Educación, 2, 12p.
http://www.rieoei.org/deloslectores/5020Ramirez.pdf [6] Rosado, M. (2003). Metodologia de la investigación y la evaluación (p. 253). México City: Trillas. [7] SEP (2007). Programa Sectorial de Educación. México City: SEP. [8] SEP (2009). ProgramaNacional de inglés en la EducaciónBásica. México City: SEP. [9] SEP (2011). Plan de estudios. México City: SEP. [10] United Nations Educational, Scientific and Cultural Organization (UNESCO) (2003). Education in a Multilingual World, Paris. [11] Vera, F. (2008). Estado del Arte de la Profesión de Profesor de Inglés: “Quéocurre en Chile” (p. 15). Chile.
http://www.utemvirtual.cl/nodoeducativo/wp-content/uploads/2009/03/art_fvera.pdf