Reflective practice in teacher training of Spanish as foreign language

Abstract

The aim of this article is to reflect about the importance of reflective practice in the training of teachers of Spanish as a foreign language, based on the methodology of self-study. A diagnosis is made of the formative process of future SSL professors in the Literature and Linguistics Major at the Universidad de Oriente, Santiago de Cuba, to assess the external behaviour of this object of study and how the teachers in the SSL Department of the Foreign Languages Faculty can favour such training. Methods are the analysis-synthesis and the review of specialized scientific literature. The diagnosis allows to determine the insufficient application of interactive reflective practice and the lack of socialization of experiences about the educational methodology of Spanish as a foreign language, by teachers of the Spanish as foreign language department and the students of Literature and Linguistics Major at the Universidad de Oriente. Thus limits the initial training of future teachers in this mode of action. The study concludes that there is a need for systematic reflection on teaching experiences based on the use of the portfolio as an evaluation tool, so that it leads to the improvement of pedagogical performance.