Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language.

ABSTRACT: The research works linked to the thinking of the teaching staff influence the relevant influence that implicit theories exert on decision-making about classroom practise and on the academic performance of students. In this sense, the present study focuses on the teaching belief system about the development of argumentation in the commentary of multimodal texts. For this, a quantitative methodology based on non-experimental or ex post facto design with semi-structured and closed survey-questionnaire-type instruments has been selected. From a target population made up of Spanish teachers, 502 respondents selected using the non-probabilistic sampling technique applied the accessibility criterion. An ad hoc questionnaire has been drawn up consisting of 28 items digitised electronically

SUBMITTER: Caro Valverde MT 

PROVIDER: S-EPMC8579127 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature