Substantive contributions for the training of the IFE teacher (esp)

Abstract

In Venezuela, the study plans of the universities include English courses for the different careers offered, which are usually administered by General English teachers, who have not been trained for this purpose. The documentary review indicates that until now, the teacher of English for Specifi c Purposes (IFE) has exercised their roles without prior training, this goes unnoticed. The
researches consulted show that most of the studies are focused mainly on the teaching and learning of the students. This research addresses the following question: How does the process by which a General English teacher perform multiple tasks inherent to their
pedagogical work in teaching IFE without prior training in this area? This study uses the continuous comparative method and the cross-analysis of cases from the methodological perspective with a constructivist perspective, to categorize the information collected
through in-depth interviews with English teachers who practice in the teaching of IFE. The most outstanding fi ndings of this investigation have to do with the discovery of three substantive contributions, such as: 1. Absence of initial and permanent training of General English teachers in the teaching of IFE; 2. The learning process of the teacher is self-managed for the appropriation of
knowledge in the teaching of IFE; 3. Determination of a practical profi le of the teacher of IFE that goes beyond the known theoretical profi le.