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

Objetivos de desarrollo sostenible

Proyectos relacionados

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.

Referencias bibliográficas

  • Alonso-Centeno, A., Ortiz-Revilla, J., Greca, I. M., & Sanz de la Cal, E. (2022). Perceptions of STEAM+CLIL integration: Results of a co-teaching proposal during initial teacher training. In D. Ortega-Sánchez (Ed.), Controversial Issues and Social Problems for an Integrated Disciplinary Teaching (pp. 3-15). Springer. https://doi.org/10.1007/978-3-031-08697-7_10
  • Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331. https://doi.org/10.3390/educsci11070331
  • Ata Aktürk, A., & Demircan, H. O. (2017). A review of studies on STEM and STEAM education in early childhood. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18(2), 757-776. http://kefad.ahievran.edu.tr/Kefad/ArchiveIssues/PDF/61a3ddc0-97d9-e711-80fc-00224d68272d
  • Bautista, A., Tan, L., Ponnusamy, L., & Yau, X. (2015). Curriculum integration in arts education: connecting multiple art forms through the idea of ‘space’. Journal of Curriculum Studies, 48(5), 610–629. https://doi.org/10.1080/00220272.2015.1089940
  • Belmonte Carrasco, L., & de la Maya Retamar, G. (2023). Emotions of CLIL preservice teachers in teaching non-linguistic subjects in English. Profile: Issues in Teachers’ Professional Development, 25(2), 185–199. https://doi.org/10.15446/profile.v25n2.103916
  • Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., & Mehisto, P. (2010). The CLIL teacher’s competence grid. Common Constitution and Language Learning (CCLL). Comenius Network.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Breeze, R., & Azparren Legarre, M. P. (2021). Understanding change in practice: identity and emotions in teacher training for content and language integrated learning (CLIL). International Journal of Language Studies, 15(3), 25–44.
  • Buckingham, L. R., Custodio-Espinar, M., & López-Hernández, A. (2021). Attention to diversity in higher education: a co-teaching experience. In C. Márquez (Ed.), Transformación universitaria. Retos y oportunidades (pp. 49-60). Ediciones Universidad de Salamanca.
  • Clancy, T., Rosenau, P., Ferreira, C., Lock, J., & Rainsbury, J. (2015). Modeling co-teaching to inform professional practices. In A. P. Preciado Babb, M. Takeuchi & J. Lock (Eds.), Proceedings of the IDEAS: designing responsive pedagogy (pp. 72-81). University of Calgary.
  • Colucci-Gray, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? https://www.bera.ac.uk/wp-content/uploads/2016/01/100-160-BERA-Research-Commission-Report-STEAM-003-1.pdf?noredirect=1
  • Commission of the European Communities (2003). Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee and the Committee of the Regions, promoting language learning and linguistic diversity: an action plan 2004–2006. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52003DC0449
  • Corbin, J., & Strauss, A. (2014). Basics of qualitative research (4th ed.). Sage.
  • Costa, B., Greca, I. M., Sanz de la Cal, E., & Pearse, S. (2023). Social Impact Assessment: Final report and Results. STEAM Educational Approach and Foreign Language Learning in Europe. https://www.researchgate.net/publication/
  • _Social_Impact_Assessment_Final_Report_and_Results
  • Coyle, D. (2010). Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe, CLIL in Spain: implementation, results and teacher training (pp. 7-8). Cambridge Scholar Publishing.
  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Cambridge University Press.
  • Coyle, D. (2011). Setting the CLIL agenda for successful learning: what pupils have to say. (Plenary Conference). II Congreso Internacional de Enseñanza Bilingüe en Centros Educativos, Madrid, ES, Universidad Rey Juan Carlos.
  • Creswell, J. W., & Guetterman, T. C. (2019). Educational research: planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.
  • Custodio-Espinar, M. (2023). Collaborative lesson planning for CLIL student teachers of primary education. In J. L. Estrada Chichón & F. Zayas Martínez (Eds.), Handbook of research on training teachers for bilingual education in primary schools (pp. 109-128). IGI Global. https://doi.org/10.4018/978-1-6684-6179-2.ch006
  • Custodio-Espinar, M., & García Ramos, J. M. (2023). CLIL lesson planning in education student teachers: a case study. Revista de Educación, 399, 39-77. https://doi.org/10.4438/1988-592X-RE-2023-399-561
  • Custodio-Espinar, M., López-Hernández, A., & Buckingham, L. R. (2022). Effects of co-teaching on CLIL teacher trainees’ collaborative competence. Profesorado. Revista de Curriculum y Formación del Profesorado, 26(1), 87-106. https://doi.org/10.30827/profesorado.V26i1.16853
  • Delgado, R. (2009). The integration of knowledge under the globalizing dialectic approach: the interdiscipleness and the transdiscipleness in education. Investigación y Postgrado, 24(3), 11–44. http://ve.scielo.org/scielo.php?script=sci_
  • arttext&pid=S1316-00872009000300002&lng=es&nrm=iso&tlng=es
  • Delicado Puerto, G., & Pavón Vázquez, V. (2016) Training primary student teachers for CLIL: innovation through collaboration. Pulso. Revista de Educación, 39, 35-57. https://doi.org/10.58265/pulso.5074
  • Dumas, L. (1999). Quality perinatal nursing education through coteaching. Journal of Perinatal Education, 8(4), 27-35. https://doi.org/10.1624/105812499X87330
  • Ellis, G., & Brewster, J. (2014). Tell it again! The storytelling handbook for primary English language teachers. British Council.
  • Eurydice (2023). Key data on teaching languages at school in Europe: 2023 edition. European Education and Culture Executive Agency. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/529032
  • Fernández Cézar, R., Aguirre Pérez, C., & Harris, C. (2013). Preservice teacher education in Content and Language Integrated Learning (CLIL): an experience in Castilla La Mancha. Revista de Formación e Innovación Educativa Universitaria, 6(1), 33-44. https://ruidera.uclm.es/server/api/core/bitstreams/fc128973-39b4-45d5-b756-d4873c8dd2f6/content
  • Fiorilli, C., Buonomo, I., Romano, L., Passiatore, Y., Iezzi, D. F., Santoro, P. E., Benevene, P., & Pepe, A. (2020). Teacher confidence in professional training: the predictive roles of engagement and burnout. Sustainability, 12(6345), 1-13. https://doi.org/10.3390/su12166345
  • Folch Dávila, C., Córdoba Jiménez, T., & Ribalta Alcalde, D. (2020). The performance: an interdisciplinary proposal from the departments of physical education, music education and visual arts education in the initial teacher training. Retos, 37, 613–619. https://doi.org/10.47197/retos.v37i37.74187
  • Gatt, S., Bonello, C., Camilleri, R., Greca, I. M., Alonso-Centeno, A., Martínez González, A., Nieto Miguel, I., Sanz de la Cal, E., Pearse Hughes, S., Ortega Martín, J. L., Corral Robles, S., Aguilera Morales, D., & Busto González, A. (2021). The Science L2 toolkit: STEAM and second language learning in the real-life world. SELFIE Consortium-STEAM Educational Approach and Foreign Language Learning in Europe.
  • Greca, I. M., Ortiz-Revilla, J., Alonso-Centeno, A., & Sanz de la Cal, E. (in press). Co-teaching for teacher training in integrated education: an experience with STEAM and CLIL. Ápice. Revista de Educación Científica.
  • Gresnigt, R., Taconis, R., van Keulen, H., Gravemeijer, K., & Baartman, L. (2014). Promoting science and technology in primary education: a review of integrated curricula. Studies in Science Education, 50(1), 47-84. https://doi.org/10.1080/03057267.2013.877694
  • Guillén Díaz, C., & Sanz Trigueros, F. J. (2019). A tool for a pragmatic relation between teachers and the objectives of bilingual programmes. A study about planning document. Publicaciones, 49(5), 113–130. https://doi.org/10.30827/publicaciones.v49i5.15116.
  • Hughes, S. P., Ortega-Martín, J. L., & Madrid, D. (2018). Proyecto de investigación para la evaluación de los programas AICLE. In J. L. Ortega-Martín, S. P. Hughes & D. Madrid, (Eds.) Influencia de la política educativa de centro en la enseñanza bilingüe en España (pp. 31-40). Ministerio de Educación y Ciencia.
  • Ioannou-Georgiou, S. (2012). Reviewing the puzzle of CLIL. ELT Journal, 66(4), 495-504. https://doi.org/10.1093/elt/ccs047
  • Iakovou, M. (2020). Classroom observation in second language classrooms: bridging the gap between theory and practice for pre-service and in-service teachers of Greek as an L2. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(2), 15-36. https://doi.org/10.5565/rev/clil.45
  • Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early childhood teacher beliefs about STEAM education after a professional development conference. Early Childhood Education Journal, 46, 409–417. https://doi.org/10.1007/s10643-017-0875-5
  • Kang, N-H. (2019). A review of the effect of integrated STEM or STEAM (science, technology, engineering, arts, and mathematics) education in South Korea. Asia-Pacific Science Education, 5(6), 1-22. https://doi.org/10.1186/s41029-019-0034-y
  • Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). European profile for language teacher education: a frame of reference. University of Southampton.
  • Kim, D., & Bolger, M. (2016). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15, 587–605. https://doi.org/10.1007/s10763-015-9709-3
  • Lock, J., Clancy, T., Lisella, R., Rosenau, P., Ferreira, C., & Rainsbury, J. (2016). The lived experiences of instructors co-teaching in higher education. Brock Education Journal, 26(1), 22-35. https://doi.org/10.26522/brocked.v26i1.482
  • López Hernández, A. (2019). La competencia colaborativa en la formación inicial de maestros AICLE: la propuesta de la Universidad Pontificia Comillas. Journal of Parents and Teachers, 378, 31-38. https://doi.org/10.14422/pym.i378.y2019.005
  • Lova Mellado, M., & Bolarín Martínez, M. J. (2015). La coordinación en programas bilingües: las voces del profesorado. Aula Abierta, 43(2), 102–109. https://doi.org/10.17811/rifie.43.02.2015.102-109.
  • Marsh, D. (2002). CLIL/EMILE: the European dimension: actions, trends and foresight potential. University of Jyväskylä.
  • Marsh, D., Mehisto, P., Wolff, D., & Frigols-Martín, M. J. (2010). European framework for CLIL teacher education. A framework for the professional development of CLIL teachers. European Centre for Modern Languages.
  • Melara Gutiérrez, F., & González López, I. (2013). Diseñando el perfil competencial del docente de educación primaria especializado en enseñanza AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras). In M. C. Cardona-Moltó, E. Chiner Sanz & A. Giner Gomis (Coords.), Investigación e innovación educativa al servicio de instituciones y comunidades globales, plurales y diversas (pp. 1336-1344). Universidad de Alicante.
  • Montgomery, M. S., & Akerson, A. (2019). Facilitating collaboration through a co-teaching field experience. Networks: An Online Journal for Teacher Research, 21(1). https://doi.org/10.4148/2470-6353.1284.
  • Ortega-Martín, J. L. (2015). La realidad de la enseñanza bilingüe. Cuadernos de Pedagogía, 458(Sección Monográfico), 61-68.
  • Ortega-Martín, J. L., & Trujillo, F. (2018). Legislación y normativa para el funcionamiento de los programas AICLE en España. In J. L. Ortega-Martín, S. P. Hughes & D. Madrid, (Eds.) Influencia de la política educativa de centro en la enseñanza bilingüe en España (pp. 21- 30). Ministerio de Educación y Ciencia.
  • Ortiz-Revilla, J., Ruiz-Martín, Á., & Greca, I. M. (2023). Conceptions and attitudes of pre-school and primary school teachers towards STEAM education in Spain. Education Sciences, 13(4), 377. https://doi.org/10.3390/ educsci13040377
  • Palacios, F. J., Gómez, M. E., & Huertas, C. (2018). CLIL initial teacher training in Spain: challenges and key issues. Estudios Franco-Alemanes, 10, 141-161. https://textocienciaytraduccion.group/wp-content/uploads/2021/05/Archivo-10_Palacios_Gomez_Huertas.pdf
  • Pavón Vázquez, V., & Rubio, F. (2010). Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum, 14, 45-58. https://www.ugr.es/~portalin/articulos/PL_numero14/3%20Teachers%20Concerns%20and%20Uncertainties_V%20Pavon_F%20Rubio.pdf
  • Pérez Cañado, M. L. (2018). Innovations and challenges in CLIL teacher training. Theory Into Practice, 57(3), 212-221. https://doi.org/10.1080/00405841.2018.1492238
  • Pham, P. A., & Unaldi, A. (2021). Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers. International Journal of Bilingual Education and Bilingualism, 25(8), 2918-2932. https://doi.org/10.1080/13670050.2021.1995320
  • Pons Seguí, L. (2020). Are pre-service foreign language teachers ready for CLIL in Catalonia? A needs analysis from stakeholders’ perspective. Porta Linguarum, 33, 279–295. https://doi.org/10.30827/portalin.vi33.26662
  • de la Maya Retamar, G., & Luengo González, R. (2015). Teacher training programs and development of plurilingual competence. In D. Marsh, M. L. Pérez Cañado & J. Ráez Padilla (Eds.), CLIL in action: voices from the classroom (pp. 114–129). Cambridge Scholars Publishing.
  • Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers’ professional learning and joint knowledge construction. Teaching and Teacher Education, 28(7), 999-1008. https://doi.org/10.1016/j.tate.2012.05.006
  • Sadler, I. (2013) The role of self-confidence in learning to teach in higher education. Innovations in Education and Teaching International, 50(2), 157-166, httpa://doi.org/10.1080/14703297.2012.760777
  • Sanz de la Cal, E., & Alonso Centeno, A. (2021, October 15-17). Propuesta piloto de intervención del modelo SeLFiE “STEAM Educational Approach and Foreign Language Learning in Europe” para la educación bilingüe en Primaria: su implementación y resultados (Conference session). VII Congreso Internacional de Enseñanza Bilingüe en Centros Educativos (CIEB), Valladolid, España.
  • Sanz de la Cal, E., & Greca, I. M. (2021). Un modelo para la formación de los futuros docentes de la educación bilingüe en Primaria: el caso de Scienceprolab. In G. Gómez García, C. Rodríguez Jiménez, M. N. Campos Soto & M. Ramos Navas-Parejo, Nuevos escenarios educativos: hacia el horizonte 2030 (pp. 590-599). Dykinson.
  • Scantlebury, K., Gallo-Fox, J., & Wassell, B. (2008). Coteaching as a model for preservice secondary science teacher education. Teaching and Teacher Education, 24(4), 967–98. https://doi.org/10.1016/j.tate.2007.10.008
  • Scruggs, T., Mastropieri, M., & Mc Duffie, K. (2007). Co-teaching in inclusive classrooms: a metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. https://doi.org/10.1177/001440290707300401
  • Suárez-Díaz, G. (2016). Co-teaching: teachers’ conceptions and practices in a school of education in Peru. Revista Electrónica de Investigación Educativa, 18(1), 166–182. http://redie.uabc.mx/redie/article/view/786
  • Szczesniak, A., & Muñoz Luna, R. (2022). Teachers’ perceptions of Content and Language Integrated Learning (CLIL) in primary schools in Andalusia. Porta Linguarum, 37, 237-257. https://doi.org/10.30827/portalin.vi37.18414
  • Tytarenko, A., Revenko, V. V., Matsepura, L. L., & Panasiuk, Y. V. (2021). STEAM approach to the development of English language skills in future teachers. Journal for Educators, Teachers and Trainers, 12(3). https://doi.org/ 10.47750/jett.2021.12.03.015
  • Yanamandram, V. K., & Noble, G. I. (2005). Team teaching: student reflections of its strengths and weaknesses. In R. Atkinson & J. Hobson (Eds.), Teaching and learning forum: the reflective practitioner (pp. 1-10). Murdoch University.