Tenure examination within LIDIFLE: Towards greater consistency between training and professionalization.

Abstract

This article examines the graduation process of the B.A. in Didactics of French as a Foreign Language (LIDIFLE) at the University of Guadalajara, aiming to evaluate the alignment between academic training and professional teaching practice. Methodologically, it is a descriptive-analytical study based on documentary review and key pedagogical frameworks regarding teaching competencies (Perrenoud, De Peretti, Dalgalian-Lieutaud-Weiss, DeSeCo, UNESCO). The main objective is to identify the competencies that future language teachers must develop and to determine whether the existing graduation modalities adequately assess them. Special attention is given to the Global Theoretical-Practical Exam, version B (EGTP-B), which previously required students to apply a rigid methodological scheme (PAL) regardless of institutional realities, thus limiting the evaluation of professional competencies. The scope of the article lies in proposing a revised version of the EGTP-B, designed to assess the candidate’s ability to adapt to professional contexts, mobilize knowledge, reflect on teaching practice and connect theory with classroom reality. The new version centers on the written analysis of video-recorded lessons, providing a richer basis for evaluating competences such as research, methodological decision-making, assessment skills, and management of learning processes. The revision aims to strengthen coherence between the LIDIFLE graduation requirements and the actual demands of language teaching.