Diferenciación pedagógica: Modelo de enseñanza de francés como lengua extranjera en un contexto áulico diversificado con futuros docentes en el Noreste de México

The diversity of the student within educational institutions allows teachers to enrich their practices and promote meaningful teaching scenarios. This article presents the first phase of a research whose specific population corresponds to the future teachers in Northeastern Mexico, whose first objective is to develop criteria for teachers to accompany their practice through the model of pedagogical differentiation, considering the different characteristics of those involved in the learning process. The second objective corresponds to the identification of the learning profile of students in their process of learning French as a foreign language. The third objective proposes the relevance of teacher training to develop criteria that allow the appropriate support of teaching methodologies with a differentiation in terms of structures, processes, contents and/or productions. Finally, a methodological approach is briefly presented, which will be developed in detail in the second phase of this research.

教育机构内学生群体的多样性，可助力教师丰富教学实践、创设富有意义的教学情境。本文介绍了一项研究的第一阶段：该研究的特定研究对象为墨西哥东北部的准教师，其研究目标分为三点：其一，结合学习过程中各类参与者的不同特征，制定教师依托教学差异化（pedagogical differentiation）模型开展教学实践指导的相关标准；其二，明确以第二外语修习法语的学生的学习画像；其三，论证教师培训的必要性，以制定相关标准，为在教学结构、流程、内容及学习成果层面实施差异化的教学方法提供恰当支撑。最后，本文简要介绍了本研究第二阶段将详细展开的方法论路径。