The usefulness of the “Teaching Knowledge Test” and its preparation course: A case study of test candidates in Tamaulipas

Cyntia Saucedo Ibarra; Elsa Fernanda  González Quintero

doi:10.29057/lc.v3i6.8588

Cyntia Saucedo Ibarra Universidad Autónoma de Tamaulipas https://orcid.org/0000-0003-2344-3659
Elsa Fernanda González Quintero Universidad Autónoma de Tamaulipas https://orcid.org/0000-0002-3990-0239

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Mots-clés: Language Teacher Certification, Language Teacher perspectives, Teaching Knowledge Test

Résumé

ELT in Mexico has gained crucial importance in recent years. Since 2009, the Mexican Ministry of Education has implemented English as a Foreign Language in the basic education curriculum. Universities around the country require their students´ a specific language proficiency to obtain their under and postgraduate degrees (UAT, 2006). Therefore, English teaching certifications become a matter of importance not just at a national level but at state levels. According to Coe & Delaney (2008), a certification helps an individual stand out in the crowded marketplace. It also signals to employers that a job candidate has the required skills to perform a specific job. Therefore, understanding EFL teachers´ experiences during the process of certification completion becomes vital. This multiple case study had the purpose of exploring the perspectives of three Mexican test candidates of the usefulness of the “Teaching Knowledge Test” (TKT) certification and its preparation course. Three interviews conducted at different stages of the study suggested that time was their main constraint and the practice of their English language skills was the main gain while preparing to take the TKT. This article will provide more insights on the study conducted, results obtained and the implications for the Mexican ELT community.

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