Exploring Coherence between Teacher Education and the Competence Required to Facilitate Students’ Oral Participation in Foreign Language Classrooms

Abstract

AbstractThis chapter reports on a case study aimed at exploring how newly qualified Spanish teachers perceive coherence between their recently concluded teacher education programme and their own acquired competence in facilitating oral activities in the classroom. Our starting point is that the core components of sensing coherence are comprehensibility, manageability, and meaningfulness. Our findings indicate that teacher education is perceived as comprehensible and meaningful in terms of facilitating oral participation. However, the findings also indicate that teacher education, both at the university and in practice schools, has room for improvement regarding the facilitation of oral activities.