The place of the teaching practice in foreign language teachers education: a case study
DOI:
https://doi.org/10.5212/uniletras.v32i1.2527Keywords:
FL teacher education, Curriculum, National policies to FL teaching and learning, Language teachers’ professional developmentAbstract
This article proposes a refl ection on the status attributed by public schools to the compulsoryteacher training taken by undergraduate students of Languages, as well as the role played by
students-teachers and foreign language teacher training supervisors in the matter, based on the author’s
experience as a teacher training supervisor in a university in the south of Brazil. The article starts
with a description of the new teacher training courses set by the Language Institute of the university,
and is followed by an analysis of the underlying reasons for the changes taken into effect. Both the
description and the analysis take into consideration (i) the national policies to foreign language (FL)
teaching and learning and (ii) the general context in which foreign languages are taught in public
schools. Possible outcomes deriving from such changes are also discussed.
Keywords: FL teacher education. Curriculum. National policies to FL teaching and learning. Language
teachers’ professional development.
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