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oai:uvadoc.uva.es:10324/670662025-01-17T10:09:17Zcom_10324_1143com_10324_931com_10324_894col_10324_1251

Sanz Trigueros, Francisco Javier Guillén Díaz, Carmen 2020 In this article we draw from the notion of didactic transposition (Chevallard, 1985/1991) as training expertise (Perrenoud, 1998). We study the logic relations between the curricular components established in the legal provisions for foreign languages teaching, and the parameters that describe the use and learning of languages in the Common European framework of reference for languages. We adopt a qualitative and interpretive approach and apply the global technique of semantic content analysis, for which we pinpoint a category system with the components and parameters defined. Since data are composed of fragments of the official curriculum statements, and are logged in the operational framework of analysis as configured, we interpret them in terms of coherence of the adaptive transformations identified. The latter are characterized by alignments, and misalignments and the operational framework of analysis is helpful as a basis for a complementary strategy for teacher professional development, and of learning outcomes. application/pdf https://uvadoc.uva.es/handle/10324/67066 spa Wydawnictwo Uniwersytetu Śląskiego El enfoque común europeo de enseñanza de lenguas. Proximidades y divergencias en el currículo del sistema educativo español info:eu-repo/semantics/bookPart TEXT UVaDOC. Repositorio Documental de la Universidad de Valladolid Hispana