Over the past two decades, the European Commission's action plan to promote language learning and linguistic diversity has emphasized the importance of training foreign language teachers. The European Centre for Modern Languages (ECML) has stressed that the quality of language teaching largely depends on the initial and ongoing training of teachers. This research focuses on two key ECML publications: the European Profile for Language Teacher Education (EPLTE) and the European Portfolio for Student Teachers of Languages (EPOSTL).

The study examines the implementation of the EPLTE in the initial teacher training program at the University of Granada (Spain), and the application of the "Personal Statement" section of the EPOSTL within this training. The research addresses the issue of self-censorship in the reflective practices of future French as a foreign language (FFL) teachers through the EPOSTL.

During the 2022-2023 academic year, 42 students from the Master's Degree in Teacher Training for Compulsory and Upper Secondary Education, Vocational Education and Training, and Language Teaching (MAES) participated in this study. The participants held degrees in French studies, French philology, or translation and interpretation. The methodology consisted of two parts. First, the implementation of the key elements of the EPLTE in the MAES curriculum was thoroughly analysed. Second, students worked with the "Personal Statement" section of the EPOSTL, which is designed to foster self-reflection on teaching and learning. The goal was to develop better self-awareness, discover current beliefs about teaching, formulate a teaching philosophy, and set expectations for the teacher training program.

Results showed that most key elements of the EPLTE are present in the MAES curriculum, although some, such as academic or professional experience abroad, have not yet been implemented. Specifically, three key elements related to international experience are missing: developing links with foreign partners (exchanges and stays), a period of work or study in countries where the foreign language is spoken, and opportunities to observe or participate in teaching in more than one country.

The study found that students had both positive and negative experiences that influenced their future teaching practices. Positive experiences included the use of active and innovative pedagogical methods, the closeness and relationship of the teacher to the learner, and the creation of a motivational classroom climate. Negative experiences included the use of traditional methods and a lack of content variety, which were seen as less effective.

The conclusions highlight the importance of self-reflection in the initial stages of foreign language teacher training. The EPOSTL proved to be a valuable tool for reflection and self-assessment, allowing future FFL teachers to express their opinions without self-censorship. However, areas for improvement were identified, such as the need for more international experience and enhanced linguistic skills. This study underscores the critical role of reflective practices in teacher education and the potential of tools like the EPOSTL to enhance the professional development of language teachers.

Keywords: French foreign language teacher training, European Profile for Language Teacher Education, teacher self-reflection, European Portfolio for Students Teachers of Languages, professional development.