Base de Connaissances et Programmes de Formation pour les Enseignants d'Anglais Langue Étrangère : une Perspective Colombienne
DOI :
https://doi.org/10.17533/udea.ikala.12564Mots-clés :
formation d’enseignants, enseignement d’une seconde langue, compétences de l’enseignant, formation du personnel enseignant, bases de connaissancesRésumé
Au XXIe siècle, les programmes de formation enseignante des professeurs d'anglais devraient étudier ce qui constitue la base de connaissances essentielles pour les professeurs de langues, afin qu’ils soient efficaces dans l’exercice de leur profession. Ces programmes devraient s'abstenir de simplement conceptualiser la base de connaissances comme l'acquisition des compétences basiques nécessaires à l'enseignement, la compétence des éducateurs dans leur domaine thématique et l'utilisation de leurs compétences pédagogiques. Ces programmes devraient plutôt s'efforcer de réfléchir à ce que les enseignants de langue colombiens doivent savoir sur l'enseignement et l'apprentissage et d'étudier comment leurs connaissances, leurs croyances et leurs attitudes influencent leurs pratiques. Un point de départ pour cela est l'interprétation de la variété des propositions générées au fil des années dans ce domaine. Cet article propose un examen de ce qui constitue la base de connaissances des enseignants, il présente un aperçu de la façon dont les programmes colombiens de formation des enseignants en anglais langue étrangère travaillent sur les connaissances des enseignants, et il suggère quelques stratégies pour envisager un cadre de référence plus complet pour la formation des enseignants en Colombie.
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