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A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration
Un enfoque basado en la práctica para la formación de profesores de lenguas extranjeras: una colaboración internacional
DOI:
https://doi.org/10.15446/profile.v23n1.85326Keywords:
foreign language teaching, high-leverage practices, practice-based approach (en)enfoque basado en la práctica, enseñanza de lenguas extranjeras, prácticas generativas (es)
The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in “actual” teaching rather than “talking” about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.
La tendencia internacional hacia un enfoque basado en la práctica en la formación del profesorado también se refleja en la formación del profesorado de lenguas extranjeras. Un enfoque basado en la práctica se basa en la comprensión de que los maestros aprenden a enseñar un idioma mediante la enseñanza “real” en lugar de “hablar” sobre la enseñanza. En este trabajo informamos sobre la implementación de un enfoque basado en la práctica en dos contextos diferentes: un programa inicial de formación de docentes de inglés en Chile y un programa inicial de preparación de docentes de idiomas extranjeros en los Estados Unidos. Asimismo, proporcionamos recomendaciones prácticas y áreas de precaución para futuras promulgaciones. Los resultados demuestran que la incorporación de un enfoque basado en la práctica en el aula universitaria ofrece una capacidad útil para examinar e iluminar las complejidades de la práctica de la enseñanza de lenguas extranjeras en todos los contextos.
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