Foreign language initial teacher training in Secondary Education in Portugal: A historial perspective and legal framework
The importance of initial teacher education for quality of education is undeniable. Indeed, teacher training is sometimes considered as a panacea for educational problems, even though it is often the target of criticism. This contradiction can also be seen in Portugal, where the search for a more ef...
| Autor: | |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/658 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/658 |
| Access Level: | acceso abierto |
| Palabra clave: | Formação inicial Línguas estrangeiras Ensino secundário Portugal Legislação educativa Formação inicial de professores Teacher Education Foreign languages Secondary Education Educational legislation Initial teacher education Formación inicial Lenguas extranjeras Secundaria Legislación educativa Formación inicial de profesores |
| Sumario: | The importance of initial teacher education for quality of education is undeniable. Indeed, teacher training is sometimes considered as a panacea for educational problems, even though it is often the target of criticism. This contradiction can also be seen in Portugal, where the search for a more effective training model is reflected in the various initiatives legislated over the last three decades. This article describes the evolution of foreign language initial teacher training in this country, especially in secondary education, based on an analysis of its respective legal framework and the contributions of recognised specialists. The aim is to understand the current initial teacher training model, highlighting the most significant milestones in terms of its organisation, scientific areas and the conditions of access to the teaching career. |
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