What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

Mentorship represents a vital component in all teacher education programmes since mentors’ feedback plays an essential role in shaping candidate teachers’ professional identity. The quality of feedback provided by school mentors during the practicum experience constitutes the main focus of this study. This research paper aimed at investigating Spanish EFL student teachers’ needs and expectations from their school mentors’ feedback in the practicum setting, drawing particular attention to what areas or aspects related to mentor feedback needed improvement. Both quantitative and qualitative research methodologies were used in the study. The resulting data revealed a high degree of satisfaction among the surveyed student teachers concerning the quality of mentor feedback, meeting their needs and expectations in a very substantial manner. Specifically, the main strength of mentors’ feedback lies in its supportive and affective nature while the main weakness highlighted was the need for a more detailed and continued input or feedback from school mentors. Thus, this research paper highlights the gap between the quality of feedback provided by school mentors and mentees’ expectations and satisfactions during their professional school experiences

Creencias relativas al aprendizaje de una lengua extranjera

Este artículo pretende analizar las creencias de los maestros en formación respecto al aprendizaje de una lengua extranjera. Resulta interesante explorar tales creencias ya que probablemente tales percepciones e impresiones iniciales respecto a lo que implica el proceso de aprendizaje lingüístico incidirán significativamente en la forma de enseñar la lengua extranjera, guiando consecuentemente el proceso de enseñanza lingüística. El análisis de sus creencias revela la escasez de oportunidades reales de comunicación oral que actualmente se ofrece en el aula de lengua extranjera

What EFL Student Teachers Think about their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency is actually needed and the amount of practice teaching should also be increased. Additionally, the findings of this study also offer some helpful suggestions and/or recommendations for improving the current EFL teacher education programme at least in the Spanish evaluation context

Análisis de las creencias de los estudiantes españoles sobre el aprendizaje del inglés como lengua extranjera

With the hope that research into learner beliefs will enrich our understanding of how learners actually approach and discover a new language, this paper aims to find out what Spanish learners actually believe and expect from their English classes, whether or not they are satisfied with the progress made and the English education received so far. The results suggest that the beliefs learners hold about EFL learning are largely induced by their past classroom learning experiences. Additionally, this study found evidence of unsatisfied learning expectations which may have a negative effect on classroom instruction and, thus, ultimate learning outcomes.Con la esperanza de que la investigación sobre las creencias de los estudiantes enriquezca nuestra comprensión acerca de cómo los estudiantes se aproximan o descubren realmente una nueva lengua, este trabajo pretende descubrir lo que los estudiantes españoles realmente creen y esperan de sus clases de inglés, si están o no satisfechos con el progreso realizado y con la enseñanza de inglés recibida. Los resultados sugieren que las creencias que los estudiantes tienen sobre el aprendizaje del inglés como lengua extranjera están en gran medida inducidas por sus pasadas experiencias de aprendizaje de aula. Además, este estudio halló evidencia de expectativas de aprendizaje insatisfechas las cuales pueden tener un efecto negativo sobre la instrucción de aula y, consecuentemente, sobre los resultados finales de aprendizaje

Enseñanza reflexiva en el aula de lengua extranjera

Este artículo resalta la necesidad de promover la enseñanza reflexiva con vistas a la mejora de la competencia docente. Se ha de reflexionar críticamente sobre la eficacia de las acciones docentes en el contexto del aula. Por este motivo, se analiza la incidencia de la actuación docente en el rendimiento del aprendizaje de una lengua extranjera.This article highlights the necessity of promoting reflective teaching for the improvement of teaching competence. We must reflect critically on the efficiency of teaching actions in the classroom context. For this reason, we analyse the repercussion of teaching performance on the outcome of foreign language learning

Tendencias en los estilos de aprendizaje de una lengua extranjera

Este artículo se centra en el análisis de los diferentes estilos cognitivos, en cuanto a preferencias sensoriales, implicados en el desarrollo del aprendizaje de la lengua inglesa. Los datos experimentales respaldan la hipótesis que sostiene que las preferencias de estilo de aprendizaje no sólo están condicionadas por el grado de desarrollo adquirido en las diferentes destrezas lingüísticas sino también por la influencia de las exigencias específicas de formación.This article focuses on the analysis of the different cognitive styles concerning sensorial preferences involved in the development of the English language learning. The experimental data support the hypothesis that claims that the preferences of learning style are determined not only by the degree of development acquired in the different linguistic skills but also by the influence of the specific requirements of training

Hacia una enseñanza de lenguas extranjeras basada en el desarrollo de la interacción comunicativa

Este artículo enfatiza el valor de la interacción comunicativa en el aula de lengua extranjera cuya influencia repercute significativamente en la calidad del aprendizaje lingüístico. A través de la interacción surge el desarrollo lingüístico-comunicativo. Por tanto, resulta fundamental promover la calidad de la interacción comunicativa que ha de explotarse constantemente en la dinámica del aulaThis article emphasizes the value of communicative interaction in the foreign language classroom which exerts a significant influence on the quality of language learning. Through interaction, linguistic-communicative development is enhanced. Therefore, it is fundamental to promote the quality of communicative interaction that has to be exploite

Adaptation challenges in learning to teach EFL in a VUCA world: What have we learned from the COVID-19 experience?

ABSTRACT The COVID-19 pandemic has impacted education in general and teacher education in particular in various ways around the world. As teachers have played a leading role during the crisis, it is key that their voices be heard. Drawing on Vygotskian sociocultural theory as a framework for teacher professional development, this exploratory study seeks to make sense of the main adaptation challenges faced by 18 Spanish EFL teacher candidates in their learning-to-teach process in a practicum setting during the pandemic. Based on a narrative qualitative research design, a thematic content analysis was used for the qualitative data gathered through open-ended questions. Findings revealed that the crisis has resulted in teaching adaptation challenges in terms of traditional expository teaching models, difficulty in understanding and being understood as well as a lack of interaction and relationship with learners. Adaptability and reflective practice have proven to be key strategic features of professional competence in a volatile, uncertain, complex, ambiguous (VUCA) world