6th International Conference on Humanistic Studies 2023
Workshop 4: Language teaching and development of competences in the educational field
Abstract
The yearly practicum component periods in our foreign language teacher education program seem never enough in length and intensity, except for the fifth one, and this consequently may compromise the necessary theory-practice linkages, unless we stimulate and model this on-campus. In this paper, we reflect and discuss about this issue, based on experience, and suggest how to apply mediation strategies as a possible remedy for our learners to understand and accept key concepts and teaching and learning principles gradually. Then we suggest that we focus on building in student teachers a teacher repertoire of techniques and activities by modeling teaching; then we suggest provide practice in collective lesson planning and practicing modeling classes or parts of them. Finally, to challenge student teachers cognitively, problem-solving and reflection about their professional development are a must. All this should happen in a blended learning context that may foster motivation and professional identity.
Resumen
Los períodos de práctica laboral en la Carrera Licenciatura de Educación, en Lenguas extranjeras nos parecen insuficientes en su extensión e intensidad, menos el de quinto año, y ello puede comprometer el vínculo teoría-práctica, a menos que esta relación la estimulemos y modelemos en las clases de la universidad. En la ponencia reflexionamos y discutimos sobre esta problemática y sugerimos una vía para la aplicación de estrategias de mediación como posible remedio que facilite la comprensión y aceptación de conceptos clave y paulatinamente de principios didácticos por parte de los docentes en formación inicial. Seguidamente sugerimos que nos centremos en apoyar la apropiación del repertorio del docente mediante la modelación de técnicas y actividades, la planificación de clases en pequeños grupos, a partir de modelos inicialmente, y la modelación de clases o fragmentos de ellas posteriormente. Seguidamente sugerimos que se estimule la resolución de problemas y la reflexión individual y colectiva sobre el desarrollo profesional que van alcanzando los futuros docentes. Todo ello debe acontecer en un contexto en el que se asume la modalidad híbrida para fomentar la motivación y la identidad profesional.
About The Speaker
Matilde L. Patterson Peña
I have been a teacher educator for more than 40 years. I´m a Consultant and Full Professor in the department of Foreign Languages in the Teacher Education Program at Universidad Central Marta Abreu de Las Villas and have a Master´s in English Language Teaching. I have taught pre-service and in-service programs for many years and have experience in adult literacy and professional development courses. I have experience in materials design for literacy and Foreign Language Teaching.
Discussion