Browsing by Subject "Language teachers"

Now showing 1 - 3 of 3
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    Facebook comme plate-forme de développement des compétences professionnelles des enseignants et des étudiants de langue: une étude de cas.
    (Universidad de Murcia, Servicio de Publicaciones, 2021) Katsinopoulou, Maria Eleni
    Nowadays, the diffusion of technologies, and in particular social networking, requires language teachers to learn new data in their teaching practices. Yet, by observing on the net, we remark the existence of many communities, especially on Facebook, which aim to inform teachers and language students about new knowledge. What are the reasons why a language teacher or student becomes a member of these communities? Do social networking sites help language teachers improving their professional skills? Developing professional skills is one of the most significant actions required for a language student to secure a teaching career.
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    La formación de los futuros maestros: especialidad "Lengua Extranjera"
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 1991) Palomero Pescador, José Emilio; Fernández Domínguez, María Rosario
    En el presente artículo se ofrece una visión panorámica de la historia general de la actual reforma de los planes de estudio para la formación de maestros. A partir de este contexto genérico los articulistas centran críticamente su atención en el plan correspondiente a la formación de maestros en lenguas extranjeras, analizando las razones por las que el citado plan no podrá resolver convenientemente el problema de la formación del profesorado de idiomas y ofreciendo algunas sugerencias realistas y positivas que podrían permitir sacar una mejor partida del mismo.
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    Implementation of ICT Tools in Post-pandemic Schools in Spain: Language Teachers’ Perceptions
    (Universidad de Murcia. Servicio de Publicaciones, ) García Sampedro, Marta; Rodríguez Olay, Lucía; Peña Suárez, Elsa
    The present study, focused on Spanish language teachers, pretends to determine how ICT implementation has evolved after confinement, when teaching returned to being face to face or hybrid. The objectives are knowing which have been the most applied ICT tools and their real use; learning about teachers´ perceptions of their digital skills, and their satisfaction degree with online teaching; identifying teachers´ attitudes towards a future ICT implementation, and finally, elaborating a multiple regression model of analysis to determine the relationship between the last two objectives with teachers´ years of experience and teachers´ opinion on post-pandemic ICT use. Accordingly, an ad hoc questionnaire was applied, receiving 700 answers. Among other things, findings indicate a higher frequency of use of those digital tools that allow instant messaging, facilitate collaborative networks, promote interaction, and store data. They also show that teachers´ perceptions on their technological competence and ICT utilisation in post-pandemic scenarios is rather low, although they say they will continue using these tools in the future. In conclusion, there is an imperative necessity to reinforce pre-service and in-service teachers´ digital training, with the aim of improving this situation. This urgency had already been highlighted in previous studies, and became clearly evidenced not only during lockdown, but after that period too.