| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586241 |
| ISSN: | 2683-2321 |
| Autores: | Amador Pliego, Edward1 Pluvinet, Delphine2 |
| Instituciones: | 1Universidad Autónoma del Estado de Hidalgo, 2Universidad Autónoma de Querétaro, |
| Año: | 2021 |
| Volumen: | 3 |
| Número: | 5 |
| Paginación: | 16-23 |
| País: | México |
| Idioma: | Español |
| In recent years, new social and academic situations have emerged in Mexico, allowing a more competitive mobility for language students, particularly French, promoting exchanges and diverse learning objectives.To face these new situations and considering the lack of formal training in teaching, many teachers are making great efforts to integrate new strategies into their planning and class dynamics, allowing students to better adapt to these recent contexts.This research shares the first findings initiated at the end of 2019 as part of a Meeting of Bachelor's Degrees in French as a Foreign Language (FFL) in Mexico. As a result of this national meeting, many questions arose about the training and profile of FFL teachers in Mexico, which defined the paper that is being presented here.The main objective of the scope of the research is to analyse the needs, design actions and training schemes, as well as their implementation and evaluation, based on a grounded and structured approach with the participation of the teachers who were involved in our work.This work started with an attempt to establish the current profile of the FFL teacher in Mexico. The sample to build this profile was made up of 100 professors from eight public universities in various states of the country. The observations of these teachers regarding the "ideal" profile of a FFL teacher in Mexico were considered as well as their own training trajectories as FFL teachers were reviewed. In addition, directors, coordinators, and heads of language schools and centres were interviewed to identify their concepts, definitions, and perceptions about the ideal professional profile teachers should have to teach classes at their institutions in self-learning centres or FFL laboratories.This research also aims to propose a new representation of the profile of FFL teachers in Mexico which can easily be used to understand the different influences that determine the pedagogical practices of teachers based on various existing models, but mainly from the principles and tools of Training Engineering. Parmentier (2012) states that "One must understand the methods and practices of analysis of demand and training needs; design a training project; the definition of the methods and means to be implemented; coordination and monitoring of training; the evaluation of the training, as well as the expected validation modes" (p. 8). Because of the above-mentioned, the intention is to provide FFL teachers with a tool that enhances their profile integrating their disciplinary culture, personal epistemology, pedagogical knowledge, and teaching skills, as well as their knowledge in the use of Information and Communication Technologies (ICTs). | |
| Resumen en inglés | In recent years, new social and academic situations have emerged in Mexico, allowing a more competitive mobility for language students, particularly French, promoting exchanges and diverse learning objectives.To face these new situations and considering the lack of formal training in teaching, many teachers are making great efforts to integrate new strategies into their planning and class dynamics, allowing students to better adapt to these recent contexts.This research shares the first findings initiated at the end of 2019 as part of a Meeting of Bachelor's Degrees in French as a Foreign Language (FFL) in Mexico. As a result of this national meeting, many questions arose about the training and profile of FFL teachers in Mexico, which defined the paper that is being presented here.The main objective of the scope of the research is to analyse the needs, design actions and training schemes, as well as their implementation and evaluation, based on a grounded and structured approach with the participation of the teachers who were involved in our work.This work started with an attempt to establish the current profile of the FFL teacher in Mexico. The sample to build this profile was made up of 100 professors from eight public universities in various states of the country. The observations of these teachers regarding the "ideal" profile of a FFL teacher in Mexico were considered as well as their own training trajectories as FFL teachers were reviewed. In addition, directors, coordinators, and heads of language schools and centres were interviewed to identify their concepts, definitions, and perceptions about the ideal professional profile teachers should have to teach classes at their institutions in self-learning centres or FFL laboratories.This research also aims to propose a new representation of the profile of FFL teachers in Mexico which can easily be used to understand the different influences that determine the pedagogical practices of teachers based on various existing models, but mainly from the principles and tools of Training Engineering. Parmentier (2012) states that "One must understand the methods and practices of analysis of demand and training needs; design a training project; the definition of the methods and means to be implemented; coordination and monitoring of training; the evaluation of the training, as well as the expected validation modes" (p. 8). Because of the above-mentioned, the intention is to provide FFL teachers with a tool that enhances their profile integrating their disciplinary culture, personal epistemology, pedagogical knowledge, and teaching skills, as well as their knowledge in the use of Information and Communication Technologies (ICTs). |
| Resumen en español | En los últimos años, han surgido nuevas situaciones sociales y académicas en México, permitiendo una movilidad más competitiva para los estudiantes de lenguas, en particular del francés, promoviendo intercambios y objetivos de aprendizaje diversos.Ante estas nuevas situaciones, muchos docentes están haciendo enormes esfuerzos para integrar nuevas estrategias en su planeaciones y dinámicas de clase, permitiendo que los alumnos se adapten mejor a estos nuevos contextos sin necesariamente estar preparados institucionalmente.La presente investigación comparte los primeros hallazgos iniciados a finales del 2019 como parte de un Encuentro de Licenciaturas de Francés Lengua Extranjera (FLE) en México. A raíz de ese encuentro nacional surgieron muchas preguntas sobre la formación y el perfil propio de los docentes de FLE en México, las cuales definieron nuestra investigación.El principal objetivo del enfoque es analizar las necesidades, diseñar acciones y esquemas de formación, e implementarlos y evaluarlos siguiendo un enfoque razonado y estructurado, contando con la participación de los propios docentes que se involucraron en nuestro trabajo.Para comenzar, se trató de establecer el perfil actual del docente de FLE en México. La muestra para construir dicho perfil fue constituida por 100 profesores de ocho universidades públicas de diversos estados del país. Se tomaron en cuenta las observaciones de estos docentes respecto al perfil "idóneo" de un docente de FLE en México y se revisó su propia trayectoria de formación como docente de FLE. Además, se consideraron las diversas concepciones que los directores, coordinadores y responsables de las facultades de idiomas y centros de lenguas tienen del perfil docente necesario para que sus instituciones contraten a su personal para impartir clases ya sea en centros de autoaprendizaje o laboratorios de FLE.Esta investigación tiene también como objetivo proponer una nueva representación del perfil de los docentes de FLE en México, que sirva para comprender las diferentes influencias que determinan las prácticas pedagógicas de los docentes. Partiendo de varios modelos existentes, pero principalmente de los principios y herramientas de la Ingeniería de la Formación. Parmentier (2012) afirma que "se debe comprender los métodos y prácticas de análisis de la demanda y las necesidades de formación; diseñar un proyecto de formación; la definición de los métodos y medios a implementar; coordinación y seguimiento de la formación; la evaluación de la formación así como los modos de validación previstos "(p. 8), queremos proporcionar una herramienta para perfilar a los docentes de FLE en cuanto a la influencia de su cultura disciplinar, su epistemología personal, sus conocimientos pedagógicos y competencias didácticas, y sus conocimientos en el uso de las Tecnologías de la Información y la Comunicación (TIC). |
| Palabras clave: | Ingeniería, formación, marco referencial, docente, competencias. |
| Keyword: | Engineering, training, referential framework, teacher, competences |
| Texto completo: | Texto completo (Ver PDF) |
