Required and Enhanced Learnings in the Teaching Practice of Language Teachers

The results of a qualitative research study, based on a case study, are presented to identify the required and enhanced learnings in the context of teaching practice within a language teacher training program. To this end, the practitioners’ perceptions were analyzed and compared, in order of relevance, with the perspectives of the practicum coordinators and the professionals at the schools. The postulates on Communities of Practice and Situated Learning supported the discussions and reflections. The results reveal that students consider the most important knowledge for developing their practice to be of a pedagogical nature, while for practice coordinators, it is of disciplinary domain, and for school professionals, it is socio-emotional competencies. The results provide discussion elements to impact the graduation profile and help rethink curricular planning, considering the needs of the training program.

Keywords:
pre-service teaching; communities of practice; situated learning; competences; learning