Objective:

This article aims at devising a didactic proposal that emphasizes the production of types of research genres from the interrelation of communicative and research competencies in the teachers’ education process.

Methods:

The theoretical framework takes the genre perspective in academic education as the guiding principle. The methodological foundations follow the Genre Theory applied to foreign languages teaching. It offers the fundamentals for integrating communicative and research competencies in the academic formative cycle.

Results:

The main findings configure the theoretical/methodological category of notion of semantic-discursive units or rhetorical moves that organize textual sequences, guiding the writing of research genres in the English Teacher Education Course. On that basis, a didactic proposal, that takes research as the path and goal of teacher education, is organized into three stages integrating communicative and research competencies and discursive features to research genres.

Conclusion:

Writing research genres in the career constitutes a complex and long process that requires coherent planning from the initial stages of university studies. To this end, a didactic proposal focused on research genres as linguistic/discursive practice was designed. This proposal may contribute to the students’ comprehension, production, and socialization processes, and the development of communicative and research competence.

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