Actitudes de los profesores de Bachillerato adscritos a la Universidad de Alcalá y a la Universidad Pública de Navarra ante la preparación y efecto de la Prueba de Acceso a la Universidad

Authors

Jesús García LabordaSalto de línea Universidad de Alcalá. Alcalá de Henares, Madrid. España.

Miguel Fernández Álvarez ChicagoSalto de línea State University. Chicago, Illinois, Estados Unidos.

Abstract

Attitudes of Baccalaureate Teachers in the University of Alcalá and the Public University of Navarra Districts Towards the Preparation and Effects of the University Admission Examination The Spanish University Admission Examination (PAU) requires demanding devotion on the part of students and years of preparation time on the part of teachers. The introduction of new listening and speaking tasks in the foreign language test in 2012 has made teachers aware of many different factors that affect their students’ preparation. This paper investigates teachers’ awareness of their oral (speaking and listening) practices and gathers teacher opinions about how and when to address the task of preparing students for the oral test. The study reflects the results of a questionnaire conducted at the University of Alcalá, Madrid, and the Public University of Navarra, asking 183 teachers about their preferences in oral exercise choices and exam preparation. The study emphasizes that teachers want preparation for oral tasks to begin as early as the third year of compulsory secondary education (9th grade), while preparation for the written sections could begin later. Results concerning test item choice are also provided. The statistical results provide evidence of differences between two types of items and the rest of the items suggested by the researchers. The results of this study provide valuable information in the light of the foreign language section in the future PAU exam to be implemented in 2012.

Keywords

Attitudes, teachers, university admission examination, foreign language, oral comprehension assessment.