Plurilingual didactics in teacher training: An empirical study from the training course

Abstract

This study aims at assessing the training needs required for teaching and learning foreign languages in Primary education, experienced by Teacher Training undergraduates at the University of Oviedo at the end of the practical period of their course. With the feedback obtained, a series of actions are proposed to optimize the initial training period by integrating knowledge from the different didactic and practical experience, from a plurilingual perspective. As a conclusion, the need is highlighted for developing a critical awareness to successfully surpass the pedagogical tension that students face when confronting theoretical learning and practical training.