Version 1
: Received: 29 May 2023 / Approved: 31 May 2023 / Online: 31 May 2023 (10:57:21 CEST)
How to cite:
Gràcia, M.; Miralda, A.; Espino, S.; Merino, I.; Quezada, V.; Vega, F. Oral Language Competence in Initial Teacher Education in Catalonia: Activities, Evaluation and Proposals. Preprints2023, 2023052230. https://doi.org/10.20944/preprints202305.2230.v1
Gràcia, M.; Miralda, A.; Espino, S.; Merino, I.; Quezada, V.; Vega, F. Oral Language Competence in Initial Teacher Education in Catalonia: Activities, Evaluation and Proposals. Preprints 2023, 2023052230. https://doi.org/10.20944/preprints202305.2230.v1
Gràcia, M.; Miralda, A.; Espino, S.; Merino, I.; Quezada, V.; Vega, F. Oral Language Competence in Initial Teacher Education in Catalonia: Activities, Evaluation and Proposals. Preprints2023, 2023052230. https://doi.org/10.20944/preprints202305.2230.v1
APA Style
Gràcia, M., Miralda, A., Espino, S., Merino, I., Quezada, V., & Vega, F. (2023). Oral Language Competence in Initial Teacher Education in Catalonia: Activities, Evaluation and Proposals. Preprints. https://doi.org/10.20944/preprints202305.2230.v1
Chicago/Turabian Style
Gràcia, M., Verónica Quezada and Fàtima Vega. 2023 "Oral Language Competence in Initial Teacher Education in Catalonia: Activities, Evaluation and Proposals" Preprints. https://doi.org/10.20944/preprints202305.2230.v1
Abstract
Recent studies highlight the need to introduce objectives in Initial Teaching Education focused on the development of oral language competence (OLC). The main aim of the study is to examine activities to promote the development of OLC that are carried out in university classrooms and their evaluation, to analyze the relationship between students’ awareness of OLC work and class activities and to identify proposals to improve students’ OLC. Participants were 175 university teachers who teach on the bachelor’s degree in Initial Teacher Education (ITE) and the master’s degree in Secondary Education (MSE) at seven Catalan universities. The data collection instrument was an online questionnaire with 69 questions. The results indicate that 92.5% of participants work on OLC in their subjects, that 76.5% propose activities that are specifically linked to OLC and that 65.1% of participants evaluate OLC in their subject. A total of 39.4% of participants reported the need to increase discussions to generate processes of collaborative and interdisciplinary reflection between university teachers from different areas of knowledge, among others. We conclude that professional development processes need to be designed for ITE teachers to reflect on how they help students to develop OLC from a pragmatic perspective.
Keywords
oral language competence; initial teacher education; university teachers; interdisciplinarity
Subject
Social Sciences, Psychology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
