Artículos de revista I-COMMUNITAS - I-COMMUNITAS Aldizkari artikuluak

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Browsing Artículos de revista I-COMMUNITAS - I-COMMUNITAS Aldizkari artikuluak by Author "Azparren Legarre, María Paz"

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    The impact of CLIL teacher education on the beliefs of in-service secondary CLIL teachers
    (Universidad de Granada, 2022-02-20) Azparren Legarre, María Paz; Institute for Advanced Social Research - ICOMMUNITAS
    This qualitative study investigates the impact of a CLIL teacher education programme on the beliefs that six in-service CLIL secondary school teachers of content subjects had about CLIL as an approach for teaching and about using a FL as the means of instruction. The importance of CLIL teacher education provision is now uncontested, however, little research exists on the impact that those courses may have on teachers’ beliefs. Data was collected by means of questionnaires and semi-structured interviews before and after the programme was delivered to teachers. Results showed that the course had a significant impact on the teachers’ beliefs. It enabled teachers to learn about, understand and become aware of what CLIL is and implies both as regards the approach itself and as regards language. Teachers gave voice to their beliefs and were able to reflect on their own previous CLIL teaching practices. After the programme, the teachers became empowered and confident professionals who were willing to apply CLIL principles in a conscious way. This evidence of impact has important implications for CLIL teacher education provision and for effective implementation in classrooms.
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    PublicationOpen Access
    Understanding change in practice: identity and emotions in teacher training for content and language integrated learning (CLIL)
    (Lulu Press, 2021-07-01) Breeze, Ruth; Azparren Legarre, María Paz; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS
    This rapid spread of Content and Language Integrated Learning (CLIL) across Europe means that secondary education teachers of subjects like science or history are increasingly required to teach their subjects in English. For some this is a positive impulse to professional development, but in all cases changing the language of instruction poses a challenge, sometimes triggering negative feelings and leading teachers to question their professional identity. After reviewing relevant research, we analyse the impact of a training programme for in-service CLIL teachers on their emotions and identity. Our findings show that the transition to CLIL was a cause of considerable insecurity in this sample, associated with threats to the teachers¿ professional self-confidence and satisfaction. Future training should allow more space for consideration of emotional factors, with a view to helping teachers reshape their professional identity.