Teacher Identity in CLIL: A Case Study of Two In-service Teachers

Patricia Bárcena Toyos

doi:10.5294/laclil.2022.15.1.6

Autores/as

Patricia Bárcena Toyos Autor/a Universidad Internacional de La Rioja https://orcid.org/0000-0003-2942-1768

DOI:

https://doi.org/10.5294/laclil.2022.15.1.6

Palabras clave:

currículo integrado, identidad, profesión docente, idioma de instrucción, actitudes del maestro

Resumen

La oferta de profesores AICLE en España ha superado el crecimiento de los llamados programas bilingües, puesto que no existen requisitos de formación específicos para los profesores AICLE que sean especialistas en contenidos o en idiomas. Por lo tanto, tienen una identidad docente preexistente que podría influir en sus elecciones pedagógicas. En este estudio, se examina cómo los profesores negocian las identidades docentes existentes en un entorno AICLE y cómo ejercen esas identidades en el aula. El estudio adopta una metodología cualitativa de estudio de caso mediante entrevistas y cuestionarios. Los resultados muestran que la forma en que los docentes negociaron sus identidades se vio afectada por sus experiencias personales y profesionales anteriores, su conceptualización de la comunidad imaginada y su inversión en esa comunidad. Los hallazgos tienen implicaciones para la creación de programas de formación continua que se centren en mejorar la conciencia lingüística de los profesores AICLE y su asociación con la comunidad.

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Biografía del autor/a

Patricia Bárcena Toyos, Universidad Internacional de La Rioja

Patricia Bárcena-Toyos es profesora asociada en la facultad de educación de la Universidad Internacional de La Rioja (UNIR). Sus interes pedagógicos y su investigación se centran en la formación del profesorado de AICLE y de inglés, y en el uso de la gamificación en la enseñanza en línea.

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