Co-teaching among English pre-service teachers for integrated STEAM+CLIL education

  1. SANZ DE LA CAL, ESTHER 1
  2. ORTIZ-REVILLA, JAIRO 1
  3. ALONSO-CENTENO, ALMUDENA 1
  4. GRECA, ILEANA M. 1
  1. 1 University of Burgos, Spain
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2023

Título del ejemplar: New Trends and Practices in Teacher Professional Development in EFL/ESL Contexts

Número: 9

Páginas: 195-212

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI2023C.29644 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

En España, la enseñanza de asignaturas en una lengua adicional a través del Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE) en Educación Primaria requiere nuevas competencias pedagógicas por parte de docentes. Esta situación suele plantear un problema, ya que muchos no tienen una formación específica en AICLE y consideran que necesitan más autoconfianza para enseñar dichas asignaturas en una lengua adicional, por ejemplo, en Natural Science. Ante este escenario, en este estudio se plantean dos objetivos generales en el marco del profesorado AICLE en formación: 1) examinar el impacto de un programa de codocencia en el desarrollo de competencias pedagógicas de futuros maestros de inglés como lengua extranjera en educación STEAM+AICLE integrada, y 2) estudiar el impacto de este programa en la autoconfianza hacia la enseñanza AICLE generada por los futuros maestros. Los resultados obtenidos en la investigación con tres cohortes experimentales de maestros en formación muestran una mejora de sus competencias pedagógicas para diseñar propuestas didácticas STEAM+AICLE integradas, en comparación con sus respectivos grupos de control; también a un aumento de su autoconfianza en la enseñanza de inglés como lengua extranjera a través de AICLE. Estos resultados parecen mostrar una alternativa para la formación docente de maestros de Educación Primaria en lengua adicional, particularmente inglés.

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