Pre-service Training of Foreign Language Teachers. Alignment between Competency Frameworks and Bachelor’s Degrees
DOI:
https://doi.org/10.47553/rifop.v99i38.3.109889Abstract
This article deals with the problem of logical alignments between supra and macro organisational levels, which determine competency-based teacher education concerning foreign language teaching. The value of specific frameworks of foreign language teacher competences is stressed, and the Teacher competences for languages in education (Bleichenbacher, 2019) is reasonably accounted. The competences it appoints are transposed into a category system aiming at: a) describing the alignment between such competences and the specific ones contemplated in the Spanish pre-service training of foreign language teachers; and b) determining the intensity of attention paid to the cognitive, instrumental and deontological competency components. The documentary corpus is composed of 99 subject programmes of the Foreign Language (English/French) specialisations. Accordingly, 540 statements of specific competencies are selected, and its semantic processing is supported by the explicit content analysis, adopting a comparative-relational approach. The results reveal a significant lack of alignment between supra- and macro-order competences, and a pointedly low intensity of attention to the deontological component (know how to be). The interpretation and discussion with the scientific literature lead to conclude the need to review the Higher Education specific competencies, and adapt their wordings to current expectations for effective foreign language teaching.
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