Does video self-analysis influence pre-service language teachers’ position within CLIL settings?

Cristina Díaz-Martín; María Elena Gómez Parra

doi:10.30827/portalin.vi38.23877

Autores/as

Cristina Díaz-Martín Universidad de Córdoba https://orcid.org/0000-0001-5224-7169
María Elena Gómez Parra Universidad de Córdoba https://orcid.org/0000-0001-7870-3505

DOI:

https://doi.org/10.30827/portalin.vi38.23877

Palabras clave:

teoría del posicionamiento, docentes en formación, AICLE, análisis de vídeo, identidad profesional

Resumen

La teoría del posicionamiento ayuda a comprender la actuación del profesorado en ejercicio y su identidad profesional. En AICLE el estudio de la praxis del profesorado desde la teoría del posicionamiento es relevante, ya que la integración de lengua y contenidos resulta problemática. Además, la teoría del posicionamiento podría ayudar a entender la posición docente. La tecnología de vídeo facilita el análisis de la propia praxis docente y, además, puede ayudar a desarrollar la conciencia docente. Sin embargo, es escasa la literatura sobre cómo el videoanálisis desde la teoría del posicionamiento puede beneficiar al profesorado AICLE. El objetivo de este trabajo es analizar la influencia del autoanálisis de vídeo en las posiciones del profesorado en formación en contextos AICLE. Los participantes grabaron y analizaron una clase simulada en AICLE. Se diseñaron y administraron entrevistas para conocer la influencia del vídeo en sus posiciones. El vídeo les ayudó a entender su praxis y el significado de AICLE, al tiempo que operaba cambios en sus posiciones. Conocer la evolución del posicionamiento del profesorado en formación puede contribuir a conceptualizar la identidad profesional, y a implementar acciones de videotecnología en programas de formación para apoyar la percepción de este profesorado.

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Citas

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