RT info:eu-repo/semantics/article
T1 CLIL teacher’s initial education: a study of undergraduate and postgraduate student teachers
T2 La formación inicial del docente AICLE: un estudio de maestros estudiantes de grado y postgrado
A1 Gutiérrez Gamboa, Mónica
A1 Custodio Espinar, Magdalena
K1 CLIL
K1 Teacher competences
K1 Initial education
K1 Teacher training
K1 AICLE
K1 Competencias del profesorado
K1 Formación inicial
K1 Formación del profesorado
AB Content and Language Integrated Learning (CLIL) has been implemented in Spain for almost two decades. Moststudies in this area have shown that this approach provides students with plenty of benefits. However, currentstudies have also shown that more than half of in-service CLIL teachers are methodologically untrained to providethis kind of education since the only requirement to do it is teachers’ proficiency in the foreign language. Thispaper is aimed at analyzing the level of acquisition of CLIL principles by student teachers according to theacademic program studied, their interest in teaching CLIL, their perceived level of training in CLIL, and theirEnglish level in a sample of 56 potential CLIL teachers from different Spanish universities. To measure the degreeof integration of CLIL principles, the Cuestionario de integración de los principios metodológicos AICLE(CIPMA) was used (Custodio Espinar & García Ramos, 2019). Results show that there are differences betweenthe groups who have studied a Master's Degree in Bilingual Education, and those who have studied a Degree inInfant or in Primary Education without specific training in CLIL in two of the four dimensions of the questionnaire,the foundations of CLIL (D1), and the specific resources and activities that this approach requires (D3), in favorof postgraduate students. Besides, significant differences were found between participants who are hesitant andthose who are convinced of offering bilingual education and between students who think that they have beenpoorly trained and those who perceive themselves to be fairly trained, in favor of the latter in both cases. Finally,students with higher linguistic competence show a better integration of the CLIL principles. It is concluded thatimportant challenges are to be faced by universities regarding the education of the future CLIL teacher such asproviding CLIL courses in all the academic programs of the education degrees.
PB Servicio de Publicaciones de la Universidad de Alcalá
SN 1989-0796
YR 2021
FD 2021
LK http://hdl.handle.net/10017/47069
UL http://hdl.handle.net/10017/47069
LA spa
DS MINDS@UW
RD 18-abr-2024