SciELO - Scientific Electronic Library Online

 issue42Multimedia Instruction on Latin Roots of the English Language and L2 Vocabulary Learning in Higher Education Contexts: Learner Proficiency EffectsProductividad y condiciones para la investigación: el caso de los profesores de lenguas extranjeras author indexsubject indexsearch form
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • Have no similar articlesSimilars in SciELO



On-line version ISSN 2007-7033Print version ISSN 1665-109X


IZQUIERDO, Jesús et al. Prácticas y competencias docentes de los profesores de inglés: diagnóstico en secundarias públicas de Tabasco. Sinéctica [online]. 2014, n.42, pp.1-25. ISSN 2007-7033.

The Mexican national educational reforms are favouring the learning of English in 10 grades of the public educational system and prompting a change in the instructional approach, to foster the social function of language use among secondary school learners in the last grade of public education. Building upon the national teaching competences put forward in the Professional Development Framework for in-service Public School Teachers (SE, 2009), this study analyzed the educational practice of 74 EFL teachers in 37 secondary schools of the Mexican state of Tabasco to identify teaching strengths and professional development needs. Analysis of the data collected through a professional development questionnaire, a teacher self-evaluation questionnaire and the observation of 60 EFL teaching hours suggest that teachers' practices deploy some minimal traces of the competences required. Moreover, the results point to various professionalization needs of the participants within the in-service teaching competence framework put forward by the National Ministry of Education to favour the integration of language across the curriculum and the social practice of language.

Keywords : public education; English language teaching; teacher education.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License