Professional learning competences and tasks in primary English teacher education curricula in Portugal

The expansion of early language learning worldwide has fostered the need to prepare qualified teachers of English in primary education. This chapter presents partial findings from a multi-site case study of initial teacher education master’s programmes created in 2015 in Portugal when English became compulsory in Grades 3 and 4. A multi-method approach was used to investigate ten programmes, involving the analysis of curricula and a sample of practicum reports, along with inquiry to former student teachers, faculty supervisors and cooperating teachers. Findings reported here refer to the organisation of curricula and the intended professional learning competences and tasks as described in the syllabi of course units. The findings portray a holistic understanding of the profile of future teachers as reflective professionals, highlighting the role of curriculum design in projecting meaningful learning scenarios. Shortcomings and recommendations for future development are pointed out, namely the need to enhance a practical orientation across the curriculum and expand teacher inquiry in the practicum. Variability across programmes suggests the need for more intra-/inter-institutional dialogue regarding the determination of core and peripheric elements in the preparation of English teachers for primary education.