Vol. 99 No. 38.3 (2024): Foreign language teaching. New challenges and focus for teacher education

Editores:

Francisco Javier Sanz Trigueros, Universidad de Valladolid.

Carmen Guillén Díaz, Universidad de Valladolid.

Christian Puren, Université Jean Monnet-Saint-Etienne.

DOI: https://doi.org/10.47553/rifop.v99i38.3

Published: 2024-12-30

Full Issue

PDF (Español (España))

Monográfico

El APS como herramienta en el desarrollo de competencias en cooperación internacional en la formación inicial de docentes AICLE en Primaria.

Almudena Alonso-Centeno, Esther Sanz de la Cal, Ileana M. Greca
- PDF (Español (España))
A Critical Analysis of the conception of Methodological Models in International English Didactics: the Example of the "PPP Model"

Christian Puren
- PDF
Original and foreign languages in Pedagogical Political Projects in undergraduate courses: focus on a border region in the Brazilian Amazon

Maristela Alves de Souza Diniz, Paula Tatiane da Silva-Antunes, Shelton Lima de Souza
- PDF (Español (España))
Student teachers’ perceptions on the usefulness of their bilingual education

Patricia Arnaiz-Castro, M. Elena Gómez-Parra, Roberto Espejo
- PDF
Pre-service Training of Foreign Language Teachers. Alignment between Competency Frameworks and Bachelor’s Degrees

Francisco Javier Sanz-Trigueros
- PDF (Español (España))
Garantindo Longevidade: Sustentabilidade de uma Troca Intercultural Online no Ensino Superior Ensuring Longevity: Sustainability of an Online Intercultural Exchange in Higher Education

Marcin Kleban, Christine Blanchard, Simon Ensor
- PDF (Español (España))
Exploring the Pedagogical Potential of Didactic Audiovisual Translation in Plurilingual Pre-school Education: A Mixed Methods Study with Pre-service Teachers

Alberto Fernández Costales, María Bobadilla Pérez, Jennifer Lertola
- PDF
Non formal teaching of EFL in a disadvantaged setting. Impact of active methodologies in students’ communication skills and linguistic attitudes

Raquel Yuste-Primo, - -, - -
- PDF (Español (España))
Didactics of conversational competence in foreign languages: towards a new sequential-intercultural model

Lizandra Rivero Cruz, Elaine Frómeta Quintana, Yaritza Tardo Fernádez
- PDF (Español (España))
English as a foreign language teacher beliefs about reflective and interlinguistic grammar instruction regarding didactic multilingual grammar sequences

María Dolores García-Pastor
- PDF (Español (España))

Miscelánea

Creativity in reading and writing. What do the curricular prescriptions for initial and primary education in Argentina say (and do not say)?

Romina Cecilia Elisondo
- PDF (Español (España))
Mentoring for the improvement of competencies in Career Counseling: a pilot study in university students

Eva María Torrecilla Sánchez, Patricia Torrijos Fincias
- PDF (Español (España))
Professional learning and feedback in joint tutoring spaces between school and university in the Practicum of initial teacher training

Teresa Mauri Majós, Anna Ginesta Fontserè, Horacio Vidosa Castro, Irene Yúfera Gómez
- PDF (Español (España))
Student Participation and the Development of Civic Competence in School: Notes for Teacher Training

Rafael López Meseguer, José Luis Aparicio Herguedas
- PDF (Español (España))
Hibridaciones onto-epistemológicas en la identidad profesional docente: neoliberalización educativa como elemento de tensión

Javier Molina-Pérez, Cristina Pulido-Montes
- PDF (Español (España))

Vol. 99 No. 38.3 (2024): Foreign language teaching. New challenges and focus for teacher education

Full Issue

Monográfico

El APS como herramienta en el desarrollo de competencias en cooperación internacional en la formación inicial de docentes AICLE en Primaria.

A Critical Analysis of the conception of Methodological Models in International English Didactics: the Example of the "PPP Model"

Original and foreign languages in Pedagogical Political Projects in undergraduate courses: focus on a border region in the Brazilian Amazon

Student teachers’ perceptions on the usefulness of their bilingual education

Pre-service Training of Foreign Language Teachers. Alignment between Competency Frameworks and Bachelor’s Degrees

Garantindo Longevidade: Sustentabilidade de uma Troca Intercultural Online no Ensino Superior Ensuring Longevity: Sustainability of an Online Intercultural Exchange in Higher Education

Exploring the Pedagogical Potential of Didactic Audiovisual Translation in Plurilingual Pre-school Education: A Mixed Methods Study with Pre-service Teachers

Non formal teaching of EFL in a disadvantaged setting. Impact of active methodologies in students’ communication skills and linguistic attitudes

Didactics of conversational competence in foreign languages: towards a new sequential-intercultural model

English as a foreign language teacher beliefs about reflective and interlinguistic grammar instruction regarding didactic multilingual grammar sequences

Miscelánea

Creativity in reading and writing. What do the curricular prescriptions for initial and primary education in Argentina say (and do not say)?

Mentoring for the improvement of competencies in Career Counseling: a pilot study in university students

Professional learning and feedback in joint tutoring spaces between school and university in the Practicum of initial teacher training

Student Participation and the Development of Civic Competence in School: Notes for Teacher Training

Hibridaciones onto-epistemológicas en la identidad profesional docente: neoliberalización educativa como elemento de tensión

Developed By

Language

Information

Make a Submission