Initial teacher training in linguistic competence: comparative study between Early Childhood and Primary Education degrees Teachers

Abstract

This study is part of the European Project "Reading Communities from paper books to digital era" (READ-COM) whose purpose is to sensitize families, schools, teachers, and university students (future teachers) about the importance of reading and providing innovative resources to improve reading practices at home and at school. In this case, the degree of development of linguistic competence in students of the Early Childhood and Primary Education degrees is examined to establish strengths and weaknesses in order to propose strategies that favor mutual knowledge of both stages, which ensures continuity in the educational process of children from 0 to 12 years old. To this end, a quantitative study has been carried out, in which 679 students have participated. The results show coincidence in both Degrees in relation to the level of competence achieved according to the knowledge of the written language learnings and its teaching, although the same does not happen with the rest of the competencies studied. The differences identified in both grades ratify the hypothesis raised in this work, so it is evident the need for the initial training of Early Childhood and Primary Education degrees Teachers to promote actions that link and interrelate the educational process of students from 0 to 12 years.