Primary English teachers’ practice analysis & language self-evaluation questionnaires (PET-PA & PET-LSE): eTwinning strategies for Second/Foreign Language teachers’ professional self-/hetero-assessment Cuestionarios de análisis y autoevaluación lingüística para maestros de Educación Primaria (PET-PA & PET-LSE): estrategias eTwinning para la autoevaluación / heretoevaluación profesional de docentes de segunda lengua / lengua extranjera
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Resumen
The Initial Teacher Education (ITE) ongoing project, entitled Teachers' self/peer evaluation: PET-PA and PET-LSE. Strategies meet self-analysis and expectations, involving UniRoma3 and Enna Kore is seeking to promote the reflection of fifth-year Primary Education student-teachers in the two universities on their professional competencies as L2/FL/English language teachers, almost all of them Italian native speakers. After introducing the general outlines of the piloting, the two groups were administered two professional self- and hetero-assessment questionnaires regarding the linguistic and strategic competencies that an L2/FL teacher uses. Participants were then asked to evaluate the proposed instruments so as to arrive at a validation that would allow their usability to be extended as open access to pre- and in-service teachers. The use of English in the questionnaires’ completion and in the following discussion on the outcomes is a further strength of the project, which includes a comparison with different teaching strategies and approaches such as Content and Language Integrated Learning (CLIL), task-based learning or cooperative learning, which are replicable in teaching and useful for professional development, in the perspective of sustainability and lifelong learning.
Keywords: Initial Teacher Education (ITE); strategic competences; second/foreign language teaching.
Resumen:
El proyecto eTwinning para Formación Inicial Docente, Initial Teacher Education (ITE), titulado en el idioma original Teachers' self/peer evaluation: PET-PA and PET-LSE. Strategies meet self-analysis and expectations, actualmente en curso, promueve la reflexión sobre las competencias profesionales de futuros docentes de segunda lengua extranjera (inglés). Los participantes son estudiantes de quinto curso del grado en Educación Primaria de las universidades UniRoma3 y Enna Kore, casi todos hablantes nativos de italiano. Tras presentar las líneas generales del pilotaje, se administraron a los dos grupos dos cuestionarios de autoevaluación y heteroevaluación profesional sobre las competencias lingüísticas y estratégicas que utiliza un profesor de lengua segunda/lengua extranjera; a continuación, se les pidió que evaluaran los instrumentos propuestos para llegar a una validación que permitiera extender su uso como acceso abierto a docentes en formación y en ejercicio. El uso del inglés en la cumplimentación de los cuestionarios y en el debate posterior sobre los resultados es otro punto fuerte del proyecto, que incluye una comparación con diferentes estrategias y enfoques de enseñanza como el enfoque AICLE, el aprendizaje basado en tareas o el aprendizaje cooperativo, que son replicables en la enseñanza y útiles para el desarrollo profesional, desde la perspectiva de la sostenibilidad y el aprendizaje permanente.
Palabras clave: Formación inicial docente (ITE); competencias estratégicas; enseñanza de segunda lengua/lengua extranjera.
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