Investigating the teacher education needs of experienced ESP teachers in Spanish universities

• Ana Bocanegra-Valle ^[1] ; Helen Basturkmen ^[2]
  1. [1] Universidad de Cádiz

     Universidad de Cádiz

     Cádiz, España

     
  2. [2] University of Auckland

     University of Auckland

     Nueva Zelanda

     
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 38, 2019, págs. 127-150
• Idioma: inglés
• Títulos paralelos:
  • Estudio de las necesidades de formación del profesorado experimentado de ifE en la universidad española
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    en este trabajo se investigan las necesidades del profesorado de Inglés para Fines específicos (IFe) en el caso concreto de profesores experimentados. se presentan y estudian los hallazgos obtenidos a partir de las entrevistas realizadas a 19 profesores experimentados de IFe y actualmente en activo en dos universidades españolas. Las entrevistas tenían por objeto comprender la visión que tienen estos profesores sobre la enseñanza de IFe, ahondar en los conocimientos y las destrezas que asumen como necesarios en su quehacer docente, así como identificar el tipo de apoyo que podría resultarles beneficioso en el ejercicio de su profesión. Los resultados indican que los profesores experimentados de IFe perciben la existencia de necesidades en cinco ámbitos concretos: desarrollo curricular, conocimiento de la disciplina meta, conocimiento del lenguaje especializado propio de la disciplina meta, colaboración entre iguales y oportunidades para el desarrollo profesional. es de esperar que la metodología seguida y los resultados obtenidos en este estudio sirvan de guía para el ejercicio de la profesión docente en el área y para el desarrollo de iniciativas de formación del profesorado a nivel local

  • English

    This paper presents findings from a study exploring the teacher education needs of experienced english for specific purposes (esp) instructors. It discusses data from interviews with 19 experienced in-service teachers of esp in two spanish universities. The interviews aimed to develop an understanding of the teachers’ views of esp teaching, the kinds of knowledge and skills they required and the forms of support that could be of benefit to them. Results suggested that the teachers perceived needs in five areas: course development, knowledge of the target discipline, knowledge of language use in the target discipline, peer collaboration, and professional development opportunities. It is hoped that findings from the present study are illuminating for the esp teaching profession and drawn on in future teacher development initiatives in the local context

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