The Role of Narrative Intelligence in English Language Teaching, Major and Gender

• Autores: Reza Pishghadam, Seyyed Ehsan Golparvar, Gholam Hassan Khajavy
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 19, 2013, págs. 59-70
• Idioma: inglés
• DOI: 10.30827/digibug.29626
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este intento de investigación pretende examinar el papel de la inteligencia narrativa en el éxito de los profesores de inglés y en sus mayores en hombres y mujeres. Setecientos cincuenta y tres profesores de inglés y los alumnos participaron en este proyecto. Las escalas de inteligencia narrativa y el éxito docente se utilizaron para reunir datos de este estudio. Los resultados indicaron que existe una relación significativa entre la eficacia pedagógica de los docentes y su inteligencia narrativa. Por otra parte, profesores de inglés que se especializó en la literatura Inglés mostraron un mayor nivel de inteligencia narrativa. Además, no hubo diferencia estadísticamente significativa entre los maestros y maestras en términos de inteligencia narrativa. Finalmente, los resultados fueron discutidos y las implicaciones pedagógicas se presentaron en el contexto del aprendizaje de idiomas y la enseñanza.

  • English

    This research attempt purports to examine the role of narrative intelligence in the success of English language teachers with respect to major and gender. Seven hundred and fifty three English language teachers and learners took part in this study.

    Scales of narrative intelligence and teacher success were used to garner data in this study. The findings indicated that there exists a significant relationship between teachers� pedagogical effectiveness and their narrative intelligence. Moreover, EFL teachers who majored in English literature showed a higher level of narrative intelligence. In addition, there was no statistically significant difference between male and female teachers in terms of narrative intelligence. Finally, the results were discussed and pedagogical implications were provided in the context of language learning and teaching.

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