RT info:eu-repo/semantics/bookPart
T1 El enfoque común europeo de enseñanza de lenguas. Proximidades y divergencias en el currículo del sistema educativo español
A1 Sanz Trigueros, Francisco Javier
A1 Guillén Díaz, Carmen
AB 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 thecurricular components established in the legal provisions for foreign languages teaching, and theparameters that describe the use and learning of languages in the Common European frameworkof reference for languages. We adopt a qualitative and interpretive approach and apply theglobal technique of semantic content analysis, for which we pinpoint a category system withthe components and parameters defined. Since data are composed of fragments of the officialcurriculum 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 latterare characterized by alignments, and misalignments and the operational framework of analysisis helpful as a basis for a complementary strategy for teacher professional development, and oflearning outcomes.
PB Wydawnictwo Uniwersytetu Śląskiego
SN 978-83-226-3803-3
YR 2020
FD 2020
LK https://uvadoc.uva.es/handle/10324/67066
UL https://uvadoc.uva.es/handle/10324/67066
LA spa
NO Cecylia Tatoj, Marek Baran, R. Sergio Balches Arenas (eds.). Un mundo cambiante en la enseñanza de la lengua y la literatura contemporáneas. Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2020, p. 123-135.
DS UVaDOC
RD 06-ago-2024