Bridging the Gap between Foreign Language and Early Childhood Teacher Education: A quantitative and qualitative analysis of teacher knowledge base

Beatriz Cortina-Pérez; Silvia Corral-Robles; Ana Andúgar

doi:10.30827/portalin.vi.26616

Autores/as

Beatriz Cortina-Pérez Universidad de Granada
Silvia Corral-Robles Universidad de Granada
Ana Andúgar Universidad de Alicante

DOI:

https://doi.org/10.30827/portalin.vi.26616

Palabras clave:

Base de conocimientos del profesorado, formación del profesorado de educación infantil, formación del profesorado de lenguas extranjeras, análisis documental

Resumen

En los países monolingües, la introducción temprana de las lenguas extranjeras en el plan de estudios de preescolar es una prioridad emergente. Este estudio analiza la base de conocimientos del profesorado (TKB) que actualmente ofrecen las instituciones de educación superior a los profesores de educación y atención a la primera infancia (ECEC) que se encuentran en fase de formación, en diferentes contextos como el español. Se aplicó un método de investigación documental que combina el análisis cuantitativo y cualitativo de 99 programas de grado de ECEC españoles y 24 guías de cursos, lo que nos permite concluir que la presencia de cursos sobre la introducción temprana de lenguas extranjeras dentro de los Grados de Educación Infantil españoles es moderada, frecuentemente reducida a un curso de seis ECTS, y retrata un nuevo modelo de TKB relacionado con la introducción temprana de la lengua extranjera en el sistema educativo.

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