Conception of English teacher training to address learning difficulties

Concepción de la formación de profesores de inglés para atender las dificultades en el aprendizaje

Abstract

Undergraduate training of the Bachelor of Foreign Language Education to care for students with learning difficulties is an area with theoretical gaps in relation to how to conceive said process from the professional's continuous training model. In response to this problem, the research presented is the result of the author's doctoral thesis and aimed to propose a theoretical-methodological conception of this process. A mixed concurrent, non-experimental and descriptive research was developed, using methods at the theoretical, empirical and mathematical-statistical level. A sample of 48 students, five teachers and seven managers were used. As results, a theoretical-methodological conception was offered that considers attention to students with learning difficulties transversalized in the Professional Model, training content of the career and curricular response, which, when articulated with the empowerment of the teaching-methodological work and the professional improvement of the teaching staff, from the stable training co-responsibility between the components of the continuous training model, contributes to the training of the Bachelor of Foreign Language Education. The distinctive elements of the constructed theory and the possible feasibility of its practical application are discussed. It is concluded that the proposal reveals scientific validity and relevance.