2026-05-11T23:25:21Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/111612025-12-19T01:05:44Zcom_10259_4839com_10259_5086com_10259_2604col_10259_6836
Repositorio Institucional de la Universidad de Burgos
author
Alonso Centeno, Almudena
author
Ortiz Revilla, Jairo
author
Greca Dufranc, Ileana María
author
Sanz de La Cal, Esther
2025-12-18T07:57:02Z
2025-12-18T07:57:02Z
2022-10
2662-9461
https://hdl.handle.net/10259/11161
10.1007/978-3-031-08697-7_10
2662-947X
There is a real need to promote integrated thinking within education in a globalised world whose problems are increasingly complex and interdependent every day. Integrated STEAM education has become one of the most relevant approaches within educational activities that integrate various disciplines. However, teachers often encounter difficulties with its implementation, due to its complexity. The aim of this study is to investigate perceptions of interdisciplinary integration among trainee teachers after the implementation of an iSTEAM+CLIL co-teaching proposal through a two-phase quasi-experimental pre-post study. The results pointed to an improvement in the levels of disciplinary integration that students perceived before and after the intervention. There was also some improvement in the level presented after the second intervention when teachers worked in ways that were more integrated than after the first intervention. Further action is therefore needed in this respect to encourage teacher training and to facilitate the implementation of this interdisciplinary approach in integrated teaching.
eng
iSTEAM
CLIL
Integration
Co-teaching
Teacher training
Teacher education
Perceptions of STEAM+CLIL Integration: Results of a Co-teaching Proposal During Initial Teacher Training
info:eu-repo/semantics/bookPart
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URL
https://riubu.ubu.es/bitstream/10259/11161/1/Alonso-perceptions_steam_clil_integration_2022.pdf
File
MD5
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application/pdf
Alonso-perceptions_steam_clil_integration_2022.pdf