Estudio cuantitativo de las creencias y prácticas del profesorado sobre los clásicos / A quantitative study of teachers' beliefs and practices about classics

Although they continue to dominate school canons around the world, the reading of the classics has lost authority among pupils, who are distracted by other entertainment alternatives and find it difficult to understand these works. Faced with this problem, the academic literature has focused the debate on the work of the mediator and his or her actions in the classroom. For this reason, we present a study that aims to quantify the beliefs and practices of 342 Secondary Spanish Language and Literature teachers about canonical literature. In addition, given the importance of the didactic approach, a regression model is used to extract the factors that predict the use of a traditional or a reception-based approach. For this purpose, a previously validated questionnaire consisting of two scales was used. The results show that teachers have a strong attachment to the reading of classical works, which they consider relevant in Secondary Education. When teachers feel effective, pay attention to the interests and characteristics of the environment and have a positive relationship with classics, they use more innovative approaches.