Resumen

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.

Palabras llave : public education; English language teaching; teacher education.

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