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El prácticum del MAES y la formación inicial en la enseñanza de lenguas: entre la realidad y el deseo. / Manuel Fco. Romero, Rafael Jiménez Fernández.
// Lenguaje y textos. 2014, Vol. 39. 2014tr. 49-58. After the gradual introduction and consolidation of the Master s Degree for Training Teachers for Secondary Education, Baccalaureate, Vocational Training and Foreign Language Teaching (MAES) as a required course of study in initial teacher training, we now need to think about the relevance of the theoretical contents included in the different modules and their effectiveness in real-life classroom teaching. The experiences gathered from the main people involved as reflected in their final master s thesis-the result of students impressions after their first contact with in-service teachers- will act as a guiding thread for an assessment exercise that should help improve self-regulation and improve I teaching processes in the MAES.
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La literatura infantil y juvenil como complemento específico en la formación inicial del profesorado. / Lucía-Pilar Cancelas.
// lenguaje y textos. 2014, Vol. 39. 2014tr. 19-28. All the areas of specialisation in the Master s Degree for Training Teachers for Secondary Education, Baccalaureate, Vocational Training and Foreign Language Teaching address teaching in secondary education, baccalaureate and vocational training, but it is the exclusive responsibility of the Philology section, and, above all, the Foreign Languages specialty, to train teachers for Official Language Schools. These specialist schools, which are part of the official Spanish state education system, focus solely on teaching foreign languages to adults, and thus require a different approach to teaching foreign languages in secondary education, baccalaureate vocational training and baccalaureate. This paper sets out the foundations of initial teacher training for professional teachers at Official language Schools, since we believe this form of teaching requires specialist training.
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