Co-teaching among English pre-service teachers for integrated STEAM+CLIL education

ESTHER SANZ DE LA CAL; JAIRO ORTIZ-REVILLA; ALMUDENA  ALONSO-CENTENO; ILEANA M. GRECA

doi:10.30827/portalin.vi2023c.29644

Autores/as

ESTHER SANZ DE LA CAL University of Burgos, Spain
JAIRO ORTIZ-REVILLA University of Burgos, Spain (Corresponding author)
ALMUDENA ALONSO-CENTENO University of Burgos, Spain
ILEANA M. GRECA University of Burgos, Spain https://orcid.org/0000-0003-3674-7985

DOI:

https://doi.org/10.30827/portalin.vi2023c.29644

Palabras clave:

codocencia, formación docente, inglés como lengua extranjera, STEAM, AICLE

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.

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Biografía del autor/a

JAIRO ORTIZ-REVILLA, University of Burgos, Spain (Corresponding author)

CORRESPONDING AUTHOR

Citas

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