A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Sotiria Pappa

doi:10.5294/laclil.2021.14.1.2

Autores/as

Sotiria Pappa Autor/a University of Helsinki https://orcid.org/0000-0002-7796-2772

DOI:

https://doi.org/10.5294/laclil.2021.14.1.2

Palabras clave:

formación de docentes, aprendizaje integrado de contenidos y lenguas extranjeras, aprendizaje en línea, prácticum, diarios de estudiantes y profesores

Resumen

Las nuevas exigencias de la pandemia de la covid-19 de 2020 provocaron un cambio hacia los entornos de aprendizaje en línea y las plataformas de teleconferencia, las cuales también han afectado las prácticas docentes. El impacto de este enfoque en la preparación de los docentes aún se desconoce y puede hacer que los docentes en formación (PST, por sus siglas en inglés) sean más vulnerables a los desafíos del aprendizaje profesional temprano a través de la práctica, especialmente cuando se implementa una metodología con la que no se han familiarizado lo suficiente. En este estudio de caso, se sigue a tres estudiantes de educación primaria que optaron por una práctica en una clase AICLE en una escuela de formación de maestros finlandesa y se examina cómo la práctica en línea afectó las emociones y la comprensión de AICLE de estos PST. El estudio de caso se basa en las categorías analíticas de identidad y emoción del maestro y se basa en datos tomados de una serie de ensayos, diarios y entrevistas. El análisis temático de los datos sugiere que la práctica en línea cumplió con las expectativas de los participantes de generar confianza y se percibió como una experiencia instructiva general, que mejoró gracias a la calidad de la tutoría y el apoyo que recibieron de sus pares. Sin embargo, los sentimientos de frustración o insatisfacción acompañaron los momentos de conflicto con las expectativas entrantes, principalmente relacionados con el uso del inglés en AICLE. El análisis sugiere, además, que la práctica en línea fortaleció la concepción que los participantes tenían anteriormente sobre AICLE como una herramienta de enseñanza orientada al lenguaje. Independientemente de si las prácticas AICLE en línea siguen siendo una opción a futuro, la adquisición de conocimientos tanto disciplinarios como lingüísticos son aspectos importantes en la preparación del profesorado para AICLE, la cual podría ser una parte opcional de los programas de formación docente para los PST que conocen o son sensibles al lenguaje como herramienta para el aprendizaje.

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Biografía del autor/a

Sotiria Pappa, University of Helsinki

Sotiria Pappa is a postdoctoral researcher in the Faculty of Educational Sciences at the University of Helsinki, Finland. Her research interests include professional identity, agency and emotions. Her published work has focused on Content and Language Integrated Learning teachers, language teachers, teacher educators and doctoral candidates.

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