Publication: Valoración
de
la
formación
de
los
futuros
docente
de
francés,
lengua
extranjera
en
el
Grado
en
Educación
Primaria,
de
la
Universidad
de
Murcia
Authors
Paré, Charlène ; Soto Pallarés, Carmen
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Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
http://dx.doi.org/10.6018/reifop.21.1.289121
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info:eu-repo/semantics/article
Description
Abstract
Este
artículo
pretende
estudiar
la
opinión
del
alumnado
de
último
curso
de
Grado
en
Primaria
en
la
Universidad
de
Murcia
sobre
su
formación
para
enseñar
el
francés
como
lengua
y
cultura
extranjera.
Su
finalidad
es
evaluar
la
formación
lingüística
y
didáctica
en
francés
como
lengua
extranjera,
a
partir
de
la
valoración
de
los
estudiantes.
Dicha
evaluación
se
llevó
a
cabo
mediante
un
estudio
exploratorio,
aplicando
a
los
estudiantes
dos
cuestionarios
mixtos,
uno
inicial,
al
inicio
del
último
curso
académico
2015-‐2016
y
otro
final,
al
finalizar
el
curso.
Las
respuestas
nos
aportaron
datos
sobre
la
valoración
de
los
estudiantes
acerca
de
sus
conocimientos
lingüísticos
en
lengua
francesa,
sobre
sus
competencias
docentes
relativas
a
la
didáctica
de
dicha
lengua
y
cultura
y
al
empleo
de
recursos
variados
y
auténticos
en
el
aula.
Los
resultados
obtenidos
reflejan
que
los
estudiantes
valoran
positivamente
su
formación
y
que
se
sienten
preparados
para
el
uso
y
la
elaboración
de
materiales
variados
para
el
aula.
This article aims to study the opinion of the students of the last year of Primary School at the University of Murcia towards their training to teach French as a foreign language and culture. Its purpose is to evaluate the linguistic and didactic training in French as a foreign language, based on the students' assessment. This evaluation was carried out by means of an exploratory study; the students were given two mixed questionnaires, one initial, at the beginning of the last academic year 2015-‐2016 and another one, at the end of the course. The answers provided us with information about the students' assessment on their language skills in French, their teaching competences related to the teaching of that language and culture and the use of varied and authentic resources in the classroom. Likewise, we have seen that French students claim to be sufficiently trained in both the acquisition of linguistic and didactic competence. The results obtained reflect that the students positively value the training and feel prepared for the use and elaboration of varied materials for the classroom.
This article aims to study the opinion of the students of the last year of Primary School at the University of Murcia towards their training to teach French as a foreign language and culture. Its purpose is to evaluate the linguistic and didactic training in French as a foreign language, based on the students' assessment. This evaluation was carried out by means of an exploratory study; the students were given two mixed questionnaires, one initial, at the beginning of the last academic year 2015-‐2016 and another one, at the end of the course. The answers provided us with information about the students' assessment on their language skills in French, their teaching competences related to the teaching of that language and culture and the use of varied and authentic resources in the classroom. Likewise, we have seen that French students claim to be sufficiently trained in both the acquisition of linguistic and didactic competence. The results obtained reflect that the students positively value the training and feel prepared for the use and elaboration of varied materials for the classroom.
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