RT info:eu-repo/semantics/article
T1 Co-teaching among English pre-service teachers for integrated STEAM+CLIL education
T2 Codocencia para la formación inicial de docentes de inglés en educación STEAM+AICLE integrada
A1 Sanz de La Cal, Esther
A1 Ortiz Revilla, Jairo
A1 Alonso Centeno, Almudena
A1 Greca Dufranc, Ileana María
K1 Co-teaching
K1 Teacher training
K1 EFL
K1 STEAM
K1 CLIL
K1 Codocencia
K1 Formación docente
K1 Inglés como lengua extranjera
K1 AICLE
K1 Enseñanza primaria
K1 Education, Primary
K1 Inglés
K1 English language
AB In Spain, primary education teachers teaching subject matter in a foreign lan-guage through Content and Language Integrated Learning (CLIL) require new pedagogical competencies. Teaching in a second language often poses problems, as many teachers have no specific training in CLIL and often wish to gain greater self-confidence when teaching some subjects, for example, Natural Sciences, in a foreign language. In that scenario, two general objectives are proposed in this study within the framework of pre-service CLIL teacher training: to examine the impact of a co-teaching programme on the development of the  pedagogical  competences  of  pre-service  English  as  a  Foreign  Language  (EFL)  teach-ers engaged in STEAM+CLIL integrated education; and 2) to study the impact of the pro-gramme on the perceived self-confidence of pre-service teachers when teaching CLIL. The results of this research involving three experimental cohorts of pre-service teachers showed an improvement in their pedagogical competencies at designing integrated STEAM+CLIL didactic units, compared to the respective control groups; and an increase in their perceived self-confidence when teaching EFL through CLIL. These results point towards an alternative pathway for primary school teacher training in a foreign language, particularly English.Keywords: co-teaching, teacher training, EFL, STEAM, CLIL
PB Editorial Universidad de Granada
SN 1697-7467
YR 2023
FD 2023-12
LK http://hdl.handle.net/10259/8761
UL http://hdl.handle.net/10259/8761
LA eng
NO This research was funded by the European Commission which financed the research project STEAM Education and Foreign Language Learning in Europe - SeLFIE (2020-1-ES01KA201-081850).
DS Repositorio Institucional de la Universidad de Burgos
RD 10-may-2024