Bridging the Gap between Foreign Language and Early Childhood Teacher Education: A quantitative and qualitative analysis of teacher knowledge base

• Cortina-Pérez, Beatriz ^[1] ; Corral-Robles, Silvia ^[1] ; Andúgar, Ana ^[2]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  2. [2] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 5, 2022 (Ejemplar dedicado a: Investigando las lenguas extranjeras en Educación Infantil)
• Idioma: inglés
• DOI: 10.30827/portalin.vi.26616
• Títulos paralelos:
  • Acortando distancias entre la formación de profesores de lenguas extranjeras y de educación infantil: Un análisis cuantitativo y cualitativo de la base de conocimientos del profesorado
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    En los países monolingües, la introducción temprana de las lenguas extranjeras en el plan de estudios de preescolar es una prioridad emergente. Este estudio analiza la base de conocimientos del profesorado (TKB) que actualmente ofrecen las instituciones de educación superior a los profesores de educación y atención a la primera infancia (ECEC) que se encuentran en fase de formación, en diferentes contextos como el español. Se aplicó un método de investigación documental que combina el análisis cuantitativo y cualitativo de 99 programas de grado de ECEC españoles y 24 guías de cursos, lo que nos permite concluir que la presencia de cursos sobre la introducción temprana de lenguas extranjeras dentro de los Grados de Educación Infantil españoles es moderada, frecuentemente reducida a un curso de seis ECTS, y retrata un nuevo modelo de TKB relacionado con la introducción temprana de la lengua extranjera en el sistema educativo.

  • English

    In monolingual countries, the early introduction of foreign languages in the pre-primary curriculum is an emerging priority. This study analyses the teacher knowledge base (TKB) currently offered by higher education institutions to pre-service, foreign language, early childhood education and care (ECEC) teachers in various contexts such as Spain. A documentary research method combining both quantitative and qualitative analysis of 99 Spanish ECEC degree programs and 24 course guides was applied, allowing us to conclude that the presence of “very early foreign language” courses within Spanish ECEC programs is moderate, frequently reduced to a six ECTS course, and portrays a new TKB model related to the early introduction of foreign language in the education system.

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