Pre-service teachers’ perceptions about English language teaching in rural schools: A qualitative study in a Chilean context
Resumen
Este estudio cualitativo exploró las percepciones de futuros profesores sobre la enseñanza del inglés en escuelas rurales chilenas. Participaron 19 profesores en formación, de entre 20 y 38 años, cursando los últimos años de formación de una carrera de pedagogía en inglés de una universidad privada ubicada en Chillán, Chile. Los datos se recopilaron mediante un cuestionario digital de preguntas abiertas y se analizaron siguiendo un enfoque de análisis temático inductivo. Los resultados indican que, aunque los participantes reconocen diversos desafíos asociados con la enseñanza en escuelas rurales, muestran una marcada disposición a trabajar en estos contextos. De manera importante, las percepciones de los participantes se configuran principalmente a partir de experiencias personales o interacciones sociales, más que de la educación formal. Estos hallazgos subrayan la importancia de sensibilizar sobre los aspectos singulares de la enseñanza del inglés en contextos rurales y de equipar a los futuros docentes con conocimientos teóricos y habilidades prácticas para promover cambios educativos significativos en estos entornos.
Citas
Ab Aziz, A. A., Swanto, S., & Azhar, S. B. H. J. (2019). Coping with stress: Exploring the lived experiences of English teachers who persist in Malaysian rural schools. Indonesian Journal of Applied Linguistics, 8(3), 506-514. http://dx.doi.org/10.17509/ijal.v8i3.15249
Anríquez, G. (2019). Enseñanza del inglés en educación rural. Revista Prociências, 2(2), 39-49. https://doi.org/10.15210/RP.V2I2.20373
Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education (Online), 30(9), 1-12. https://jrre.psu.edu/sites/default/files/2019-08/30-9.pdf
Balbontín, R., & Rojas, N. (2022). Teachers' identities in rural areas from Chile. Journal of Higher Education Theory & Practice, 22(16). https://doi.org/10.33423/jhetp.v22i16.5599
Barley, Z. A. (2009). Preparing Teachers for Rural Appointments: Lessons from the Mid-Continent. Rural Educator, 30(3), 10-15. https://files.eric.ed.gov/fulltext/EJ869310.pdf
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39. https://doi.org/10.15700/saje.v39ns1a1774
EducarChile. (2022). Comunidades educativas: Realidad y desafíos sobre la educación rural. Educar Chile. https://www.educarChile.cl/realidad-y-desafios-sobre-la-educacion-rural
Fargas-Malet, M., & Bagley, C. (2022). Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe. European Educational Research Journal, 21(5), 822-844. https://doi.org/10.1177/14749041211022202
Hampton, B., Peng, L., & Ann, J. (2008). Pre-service teachers’ perceptions of urban schools. The Urban Review, 40, 268-295. https://doi.org/10.1007/s11256-008-0081-2
Hernández Barbosa, R. (2014). Algunas consideraciones sobre la formación docente para el sector rural. Actualidades Pedagógicas, 1(63), 15-38. https://doi.org/10.19052/ap.2716
Khan, M. E. I., Siddique, M. A. B., & Shiblu, M. N. H. S. (2020). Custom practices of English education at the rural primary schools in Bangladesh. International Journal of Learning, Teaching and Educational Research, 19(11), 71-87. https://doi.org/10.26803/ijlter.19.11.5
Laporte, M. E. (2007). La identidad profesional de docentes turales de la provincia de Valdivia, en el contexto de una nueva ruralidad. VI Congreso Chilean de Antropología. https://www.aacademica.org/vi.congreso.Chilean.de.antropologia/90.pdf
Lizasoain, A., & Becchi, C. (2014). Evaluation of a rural self-learning English program in Chile. Enjoy Teaching Journal, 2(2), 4-18. https://www.researchgate.net/publication/263658945
Lizasoain, C., Ortiz de Zárate F, A., & Becchi Mansilla, C. (2018). Using an ICT tool for teaching English in a rural context. Educação e Pesquisa, 44. https://doi.org/10.1590/S1678-4634201844167454
Mazzuki, B. D., & Chiwamba, S. V. (2024). Transforming rural teaching: Teacher educators and pre-service teachers' perspectives on transformative curriculum and pedagogy. Australian and International Journal of Rural Education, 34(1), 44-59. https://doi.org/10.47381/aijre.v34i1.696
MINEDUC. (2022). Autoridades celebraron “Día de la educación rural” https://ñuble.mineduc.cl/2022/04/08/autoridades-celebraron-dia-de-la-educacion-rural/
MINEDUC. (2023). Plan de Fortalecimiento de la Educación Rural Gabriela Mistral. https://rural.mineduc.cl/2023/02/21/plan-de-fortalecimiento-de-la-educacion-rural-gabriela-mistral/
Monk, D. H. (2007). Recruiting and retaining high-quality teachers in rural areas. The future of children, 155-174. http://www.jstor.org/stable/4150024
Nordholm, D., Nihlfors, E., & Arnqvist, A. (2022). Perceptions on the local school and further education: A rural school leader 's perspective. Scandinavian Journal of Educational Research, 66(1), 150-162. https://doi.org/10.1080/00313831.2020.1865447
Nuñez, C. G., Peña, M., González, B., Ascorra, P., & Hain, A. (2021). Rural schools have always been inclusive: the meanings rural teachers construct about inclusion in Chile. International Journal of Inclusive Education, 1-15. https://doi.org/10.1080/13603116.2021.1968521
Pérez Hernández, W. D., Castillo, S. L., Rico, Y., & Pérez Méndez, I. M. (2022). II. La percepción de la educación infantil en el área rural. Revista De Investigación Transdisciplinaria En Educación, Empresa Y Sociedad - ITEES, 1(1), 1–13. https://revistaseidec.com/index.php/ITEES/article/view/21
Saiful, J. A., & Triyono, S. (2018). EFL teachers' reflection in teaching English to EFL students of rural areas S. International Journal of Language Education, 2(2), 1-13. http://repository.um-surabaya.ac.id/id/eprint/3589
Setiawan, B., & Riza, N. (2023). English Language Teaching Issues Encountered By English Teachers In Rural Settings Of East Lombok: Masalah Pengajaran Bahasa Inggris Yang Dihadapi Oleh Guru Bahasa Inggris Di Pedesaan Lombok Timur. INGGARA: Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab, 2(1), 19-25. https://doi.org/10.58330/inggara.v2i1.138
Vega Abarzua, J., Vezzoli Lara F., & Villegas Ramirez, F. (2023). Information and communication technologies in the EFL classroom: A systematic review. Focus on ELT Journal, 5(1), 39-55. https://doi.org/10.14744/felt.2023.5.1.3
Anríquez, G. (2019). Enseñanza del inglés en educación rural. Revista Prociências, 2(2), 39-49. https://doi.org/10.15210/RP.V2I2.20373
Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education (Online), 30(9), 1-12. https://jrre.psu.edu/sites/default/files/2019-08/30-9.pdf
Balbontín, R., & Rojas, N. (2022). Teachers' identities in rural areas from Chile. Journal of Higher Education Theory & Practice, 22(16). https://doi.org/10.33423/jhetp.v22i16.5599
Barley, Z. A. (2009). Preparing Teachers for Rural Appointments: Lessons from the Mid-Continent. Rural Educator, 30(3), 10-15. https://files.eric.ed.gov/fulltext/EJ869310.pdf
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39. https://doi.org/10.15700/saje.v39ns1a1774
EducarChile. (2022). Comunidades educativas: Realidad y desafíos sobre la educación rural. Educar Chile. https://www.educarChile.cl/realidad-y-desafios-sobre-la-educacion-rural
Fargas-Malet, M., & Bagley, C. (2022). Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe. European Educational Research Journal, 21(5), 822-844. https://doi.org/10.1177/14749041211022202
Hampton, B., Peng, L., & Ann, J. (2008). Pre-service teachers’ perceptions of urban schools. The Urban Review, 40, 268-295. https://doi.org/10.1007/s11256-008-0081-2
Hernández Barbosa, R. (2014). Algunas consideraciones sobre la formación docente para el sector rural. Actualidades Pedagógicas, 1(63), 15-38. https://doi.org/10.19052/ap.2716
Khan, M. E. I., Siddique, M. A. B., & Shiblu, M. N. H. S. (2020). Custom practices of English education at the rural primary schools in Bangladesh. International Journal of Learning, Teaching and Educational Research, 19(11), 71-87. https://doi.org/10.26803/ijlter.19.11.5
Laporte, M. E. (2007). La identidad profesional de docentes turales de la provincia de Valdivia, en el contexto de una nueva ruralidad. VI Congreso Chilean de Antropología. https://www.aacademica.org/vi.congreso.Chilean.de.antropologia/90.pdf
Lizasoain, A., & Becchi, C. (2014). Evaluation of a rural self-learning English program in Chile. Enjoy Teaching Journal, 2(2), 4-18. https://www.researchgate.net/publication/263658945
Lizasoain, C., Ortiz de Zárate F, A., & Becchi Mansilla, C. (2018). Using an ICT tool for teaching English in a rural context. Educação e Pesquisa, 44. https://doi.org/10.1590/S1678-4634201844167454
Mazzuki, B. D., & Chiwamba, S. V. (2024). Transforming rural teaching: Teacher educators and pre-service teachers' perspectives on transformative curriculum and pedagogy. Australian and International Journal of Rural Education, 34(1), 44-59. https://doi.org/10.47381/aijre.v34i1.696
MINEDUC. (2022). Autoridades celebraron “Día de la educación rural” https://ñuble.mineduc.cl/2022/04/08/autoridades-celebraron-dia-de-la-educacion-rural/
MINEDUC. (2023). Plan de Fortalecimiento de la Educación Rural Gabriela Mistral. https://rural.mineduc.cl/2023/02/21/plan-de-fortalecimiento-de-la-educacion-rural-gabriela-mistral/
Monk, D. H. (2007). Recruiting and retaining high-quality teachers in rural areas. The future of children, 155-174. http://www.jstor.org/stable/4150024
Nordholm, D., Nihlfors, E., & Arnqvist, A. (2022). Perceptions on the local school and further education: A rural school leader 's perspective. Scandinavian Journal of Educational Research, 66(1), 150-162. https://doi.org/10.1080/00313831.2020.1865447
Nuñez, C. G., Peña, M., González, B., Ascorra, P., & Hain, A. (2021). Rural schools have always been inclusive: the meanings rural teachers construct about inclusion in Chile. International Journal of Inclusive Education, 1-15. https://doi.org/10.1080/13603116.2021.1968521
Pérez Hernández, W. D., Castillo, S. L., Rico, Y., & Pérez Méndez, I. M. (2022). II. La percepción de la educación infantil en el área rural. Revista De Investigación Transdisciplinaria En Educación, Empresa Y Sociedad - ITEES, 1(1), 1–13. https://revistaseidec.com/index.php/ITEES/article/view/21
Saiful, J. A., & Triyono, S. (2018). EFL teachers' reflection in teaching English to EFL students of rural areas S. International Journal of Language Education, 2(2), 1-13. http://repository.um-surabaya.ac.id/id/eprint/3589
Setiawan, B., & Riza, N. (2023). English Language Teaching Issues Encountered By English Teachers In Rural Settings Of East Lombok: Masalah Pengajaran Bahasa Inggris Yang Dihadapi Oleh Guru Bahasa Inggris Di Pedesaan Lombok Timur. INGGARA: Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab, 2(1), 19-25. https://doi.org/10.58330/inggara.v2i1.138
Vega Abarzua, J., Vezzoli Lara F., & Villegas Ramirez, F. (2023). Information and communication technologies in the EFL classroom: A systematic review. Focus on ELT Journal, 5(1), 39-55. https://doi.org/10.14744/felt.2023.5.1.3
Autores/as
Vega Abarzúa , J. ., Correa Cisternas , A. ., Marguart Prieto , C. ., & Vargas González, M. (2025). Pre-service teachers’ perceptions about English language teaching in rural schools: A qualitative study in a Chilean context. Logos: Revista De Lingüística, Filosofía Y Literatura, 35(2), 496–510. https://doi.org/10.15443/RL3536
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
