The training of teachers for the teaching of language as a social practice

Abstract

The present proposal of didactic innovation that was carried out in the Humanities degree, Span-ish  language,  southwest  sectional,  with  the  teachers  in  training  who  were  doing  the  Professional  Practice I (2017-1), Professional Practice II (2017-2) and Degree work (2018-1), sought to under-stand  what  happens  in  the  classroom  when  these  future  teachers,  allow  students  with  those  who  practice, who participate in authentic situations of reading, writing and orality, with real interloc-utors and with concrete purposes. To carry out the above, we opted for a qualitative research para-digm, from a Case Study modality and making use of information gathering strategies such as: field diaries, documentary analysis and semi-structured interviews.Finally, after evaluating the lived process, three major categories of analysis could be identified: reading, writing and orality as social practices; the second covers the configuration of teaching by didactic sequences and the last category includes what this experience brought to his training as a language teacher. This shows that, as a university, we can offer you more and more tools for future teachers to make of the real school, a school of the possible.