The construction of the professional competencies of the teaching staff of the Pamplona University
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Feb 18, 2021
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Abstract
The training program facilitates student teachers to acquire the basic knowledge and the professional skills required for foreign languages teaching in real educational environments. The aim of this case study was to explore the influence of the Training Program among pre-ser vice teachers' professional development. Data was collected through qualitative and quantitative instruments such as interviews, non-par ticipatory observations, questionnaires, pre-ser vice teachers' journals throughout four consecutive teaching scenarios. Based on a typological analysis, this study reveals the construction of the know -how, the know-how-to-be and the student teachers' perceptions from the different stages of the Training Program.
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Garcia Vasquez , D., Suarez Saaveara, P., & Rozo Becerra, D. C. (2021). The construction of the professional competencies of the teaching staff of the Pamplona University. Shimmering Words: Research and Pedagogy E-Journal, 10, 29-57. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2100
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References
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Okanlawon, A. E. (2014). "Nigerian pre-service science teachers’ self-perceptions of acquired pedagogical knowledge and skills after teaching practice exposure." Bulgarian journal of Science and Education Policy, 8(1), 106.
Perrenoud, P. (2005). Developper des competences, mission centrale ou marginale de l'universite? Recupere du site de l'auteur a la Faculte de psychologie et des
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Riviere, V., & Cadet, L. (2009). « Quand je serai enseignante pour de vrai...»: d'un agir imagine vers un agir assume. Quel imaginaire de transmission en formation
initiale a l'enseignement du FLE?
Simons, G. (2012). Un dispositif de formation-recherche en didactique des langues etrangeres. Travail et Apprentissages, (9), 120-141.
Stratulat, I. (2013). El papel del profesor en la ensefianza de ELE: formación, competencias y actitudes. (Tesis de Maestrfa). Universidad de Oviedo.
Talon, B., & Ledet, D. (2008). «Dispositif pedagogique pour un apprentissage de savoir faire. » Revue internationale des technologies en pedagogie universitaire/International journal of Technologies in Higher Education, 5(1), 58-74.
Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of pre service EFL teachers in Thailand. Unpublished Dissertation, Oklahoma State University.
Yong, M., binti Daud, K., & Rahman, A. A. (2016). "Competence of preservice preschool teachers at teacher education institute of Malaysia." International journal for Innovation Education and Research, 3(5).
Borko, H. et Mayfield, V. (1995). The roles of co-operating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501-518.
Brown, S. et McIntyre, D. (1993). Making sense of teaching. Buckingham: Open University Press.
Celis, A. Y. (2013). "Understanding the Effectiveness of Peer Tutoring as a Process to Improve English Writing Among Beginner-level Efl Students". Opening Writing Doors journal, 9(1), 209-227.
Cote, G et Martinez, M. (2010). "Espacios de practica: Un apoyo a la formación de docentes de lenguas extranjeras." (Project d'investigation et developpement)
Ellis, R. (1994). The study of second language acquisition. Oxford University.
Flavier, E. (2009). « L'impact formatif de l'entretien de conseil pedagogique sur le developpement professionnel d 'un enseignant stagiaire. » Travail t formation en education, (4). En ligne sur: https://jou rnals.opened ition.or g/tfe/949
Giirsoy, E. (2013). "Improving practicum for a better teacher training." Procedia-Social and Behavioral Sciences, 93, 420-425.
Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
Martinez, M. 2014. «Lestage en FLE a l'Universite de Pamplona: Pour une demarche formative reflexive. » Opening writing doors journal 11 (2), 85-96
McNamara, D. (1995). The influence of student teachers' tutors and mentors upon their classroom practice: An exploration study. Teaching and Teacher Education,11(1), 51-61. DOI: 10.1016/0742-051X(94)0 0014-W
Mineducacion.gov.co. (2016). Formación Inicial. Ministerio de Educación Nacional de Colombia. Recupere le 24 Sep. 2016. En ligne sur: http://www.m ined ucacion .gov. co /1621/w3-pro per tyvalue-48 467.h tml.
Newby, D., Allan, R., Fenner, A. B., Jones, B., Komorowska, H., & Soghikyan,
K. (2007). « Portfolio europeen pour les enseignants en langues en formation initiale. » Un outil de reflexion pour la formation des enseignants en langues, Conseil de l'Europe.
Nzilano,J. L. (2013). "Pre-service Teachers' Teaching Competencies: The Experience of Practising Teaching in Secondary Schools and Teacher Colleges." African journal of Teacher Education, 3(1).
Okanlawon, A. E. (2014). "Nigerian pre-service science teachers’ self-perceptions of acquired pedagogical knowledge and skills after teaching practice exposure." Bulgarian journal of Science and Education Policy, 8(1), 106.
Perrenoud, P. (2005). Developper des competences, mission centrale ou marginale de l'universite? Recupere du site de l'auteur a la Faculte de psychologie et des
sciences de!'education de l'Universite de Geneve, section Publications - Textes 2005: En ligne sur: http://www.unige.ch/fapse/SSE/teachers/perrenoud/php_ main/php_2005/2005_15.pdf
Richards,]. C., & Nunan, D. (Eds.). (1990). Second language teacher education. Cambridge University Press.
Riviere, V., & Cadet, L. (2009). « Quand je serai enseignante pour de vrai...»: d'un agir imagine vers un agir assume. Quel imaginaire de transmission en formation
initiale a l'enseignement du FLE?
Simons, G. (2012). Un dispositif de formation-recherche en didactique des langues etrangeres. Travail et Apprentissages, (9), 120-141.
Stratulat, I. (2013). El papel del profesor en la ensefianza de ELE: formación, competencias y actitudes. (Tesis de Maestrfa). Universidad de Oviedo.
Talon, B., & Ledet, D. (2008). «Dispositif pedagogique pour un apprentissage de savoir faire. » Revue internationale des technologies en pedagogie universitaire/International journal of Technologies in Higher Education, 5(1), 58-74.
Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of pre service EFL teachers in Thailand. Unpublished Dissertation, Oklahoma State University.
Yong, M., binti Daud, K., & Rahman, A. A. (2016). "Competence of preservice preschool teachers at teacher education institute of Malaysia." International journal for Innovation Education and Research, 3(5).