Necesidades y desarrollo profesional de los docentes AICLE: revisión sistemática
DOI:
https://doi.org/10.5294/laclil.2022.15.1.5Palabras clave:
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras, AICLE, necesidades del docente, educación secundaria, educación primaria, formación profesional, desarrollo profesionalResumen
En este estudio, se utiliza un proceso de revisión sistemática para sintetizar las investigaciones sobre las necesidades autoinformadas y el desarrollo profesional de los docentes del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). A fin de establecer conexiones entre estas dos áreas de investigación y resaltar las brechas, este estudio adoptó un marco conformado por siete competencias: lingüística, pedagógica, conocimiento científico, organizacional, interpersonal, colaborativa y reflexiva. Se utilizaron seis bases de datos electrónicas y se realizó una búsqueda hacia adelante y hacia atrás. Después de considerar los criterios de inclusión, se incluyeron 43 artículos, con 33 estudios para las necesidades de los docentes, nueve para el desarrollo profesional y uno para dar cuenta de ambos. Los hallazgos de la revisión demuestran que no todas las competencias han recibido la misma cobertura en la literatura. En algunos casos, las necesidades informadas por los docentes dentro de una competencia no se abordaron en la literatura sobre desarrollo profesional. Además, los informes de muchas competencias parecen ser generales, lo que sugiere que trabajos futuros deberían examinar cada competencia con mayor profundidad.
Descargas
Citas
Abello-Contesse, C. (2013). Bilingual and multilingual education: An overview of the field. In C. Abello-Contesse, P. M. Chandler, M. D. López-Jiménez, & R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century: Building on experience. Multilingual Matters. https://doi.org/10.21832/9781783090716
Aguilar, M. (2017). Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722-735. https://doi.org/10.1080/13670050.2015.1073664
Al-Obaidli, K. M. (2009). Women ESL teachers’ perceptions about their roles and professional development needs in Qatar’s Education for a New Era [unpublished dissertation, University of Birmingham]. https://doi.org/10.5339/qfarf.2010.aho3
Alcaraz-Mármol, G. (2018). Trained and non-trained language teachers on CLIL methodology: Teachers’ facts and opinions about the CLIL approach in the primary education context in Spain. LACLIL, 11(1),
-64. https://doi.org/10.5294/laclil.2018.11.1.3
Anderson, C. E., McDougald, J. S., & Cuesta Medina, L. (2015). CLIL for young learners. Children learning English: From research to practice, 137-151.
Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. LACLIL, 9(1), 17-36. https://doi.org/10.5294/laclil.2016.9.1.2
Banegas, D. L. (2020). Teacher professional development in language-driven CLIL: A case study. LACLIL, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3
Bárcena Toyos, P. (2017). Content and language integrated learning: A case study of teacher instructional practices in Cantabria, Spain [unpublished dissertation, University of Memphis].
Barrios, E., & Milla Lara, M. D. (2020). CLIL methodology, materials, and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60-80. https://doi.org/10.1080/09571736.2018.1544269
Bower, K., Cross, R., & Coyle, D. (2020). CLIL in multilingual and English-
background contexts: Expanding the potential of content and language integrated pedagogies for mainstream learning. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching (pp. 3-21). Cambridge University Press. https://doi.org/10.1017/9781108687867.003
Cammarata, L., & Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332-348. https://doi.org/10.1080/13670050.2017.1386617
Cammarata, L., & Ó Ceallaigh, T. J. (Eds.). (2020). Teacher development for immersion and content-based instruction. John Benjamins. https://doi.org/10.1075/bct.110
Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(ii), 251-269. https://doi.org/10.1111/j.1540-4781.2012.01330.x
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press. https://doi.org/10.1017/9781108914505
Díaz-Maggioli, G. (2004). Teacher-centered professional development. ASCD.
Durán-Martínez, R., & Beltrán-Llavador, F. (2016). A regional assessment of bilingual programmes in primary and secondary schools: The teachers’ views. Porta Linguarum, 25, 79-92. https://doi.org/10.30827/Digibug.53890
Durán-Martínez, R., & Beltrán-Llavador, F. (2020). Key issues in teachers’ assessment of primary education bilingual programs in Spain. International Journal of Bilingual Education and Bilingualism, 23(2), 170-183. https://doi.org/10.1080/13670050.2017.1345851
Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2020). Training priorities in primary education bilingual programmes in Spain. European Journal of Teacher Education [advance online publication]. https://doi.org/10.1080/02619768.2020.1827387
Dvorjaninova, A., & Alas, A. (2018). Implementing Content and Language Integrated Learning (CLIL) in Estonia: Subject and language teacher perspective. Eesti Rakenduslingvistika Ühing (ERÜ), 14, 41-57. https://doi.org/10.5128/ERYa14.03
Fernández, R., & Halbach, A. (2011). Analysing the situation of teachers in the CAM bilingual project after four years of implementation. In Y. Ruiz de Zarobe, J. Manuel Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning: Contributions to multilingualism in European contexts (pp. 241-270). Peter Lang.
Fielding, R., & Harbon, L. (2015). Implementing a content and language integrated learning program in New South Wales primary schools: Teachers’ perceptions of the challenges and opportunities. Babel, 49(2), 16-27.
Francomacaro, M. R. (2019). The added value of teaching CLIL for ESP and subject teachers. International Journal of Language Studies, 13(4), 55-72.
Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review. LACLIL, 11(1), 19-37. https://doi.org/10.5294/laclil.2018.11.1.2
Infante, D., Benvenuto, G., & Lastrucci, E. (2009). The effects of CLIL from the perspective of experienced teachers. In D. Marsh, P. Mehisto,
D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martin, S. Hughes, & G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 156-163). CCN.
Karabassova, L. (2020). Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences. International Journal of Bilingual Education and Bilingualism [advance online publication]. https://doi.org/10.1080/13670050.2020.1775781
Kewara, P., & Prabjandee, D. (2018). CLIL teacher professional development for content teachers in Thailand. Iranian Journal of Language Teaching Research, 6(1), 93-108.
Kong, S. (2014). Collaboration between content and language specialists in late immersion. The Canadian Modern Language Review, 70(1), 103-122. https://doi.org/10.3138/cmlr.1607
Kong, S., Hoare, P., & Chi, Y. (2011). Immersion education in China: Teachers’ perspectives. Frontiers of Education in China, 6, 68-91. https://doi.org/10.1007/s11516-011-0122-6
Lazarevic, N. (2019). CLIL teachers’ reflections and attitudes: Surviving at the deep end. International Journal of Bilingual Education and Bilingualism [advance online publication]. https://doi.org/10.1080/13670050.2019.1703897
Lightbown, P. M. (2014). Focus on content-based language teaching. Oxford.
Lightbown, P. M., & Spada, N. (2020). Teaching and learning L2 in the classroom: It’s about time. Language Teaching, 53(4), 422-432.https://doi.org/10.1017/S0261444819000454
Lo, Y. Y. (2019). Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help? International Journal of Bilingual Education and Bilingualism, 22(7), 818-832.
https://doi.org/10.1080/13670050.2017.1318821
Lo, Y. Y. (2020). Professional development of CLIL teachers. Springer. https://doi.org/10.1007/978-981-15-2425-7
Lochmiller, C. R., Lucero, A., & Lester, J. N. (2016). Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools. Journal of Research in International Education, 15(2), 155-174. https://doi.org/10.1177/1475240916660803
Massler, U. (2012). Primary CLIL and its stakeholders: What children, parents and teachers think of the potential merits and pitfalls of CLIL modules in primary teaching. International CLIL Research Journal, 1(4), 36-46. http://www.icrj.eu/14/article4.html
Mattheoudakis, M., & Alexiou, T. (2017). Sketching the profile of the CLIL instructor in Greece. Research Papers in Language Teaching and Learning, 8(1), 110-124.
McDougald, J. S., & Pissarello, D. (2020). Content and language integrated learning: In-service teachers’ knowledge and perceptions before and after a professional development program. Íkala, Revista De Lenguaje y Cultura, 25(2), 353–372. https://doi.org/10.17533/udea.ikala.v25n02a03
Méndez García, M., & Pavón Vázquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism, 15(5), 573-592. https://doi.org/10.1080/13670050.2012.670195
Mustafawi, E., & Shaaban, E. (2019). Language policies in education in Qatar between 2003 and 2012: From local to global then back to local. Language Policy, 18, 209-242. https://doi.org/10.1007/s10993-018-9483-5
Nieto Moreno de Diezmas, E. (2019). Students, teachers and management teams in bilingual programmes: Shared perceptions and areas for improvement. Journal of English Studies, 17, 277-297. https://doi.org/10.18172/jes.3564
Oattes, H., Oostdam, R., de Graaff, R., & Wilschut, A. (2018). The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers. Teaching and Teacher Education, 70, 165-174.
https://doi.org/10.1016/j.tate.2017.11.022
Oxbrow, G. (2020). Addressing the language challenge in monolingual CLIL contexts: Stakeholder perspectives in the Canary Islands. The Language Learning Journal, 48(1), 99-114. https://doi.org/10.1080/09571736.2019.1657486
Pavón Vázquez, V., Lancaster, N., & Bretones Callejas, C. (2020). Key issues in developing teachers’ competences for CLIL in Andalusia: Training, mobility and coordination. The Language Learning Journal, 48(1), 81-98. https://doi.org/10.1080/09571736.2019.1642940
Pena Díaz, C., & Porto Requejo, M. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10, 151-161. https://doi.org/10.30827/Digibug.31786
Pérez Cañado, M. L. (2016a). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education, 39(2), 202-221. https://doi.org/10.1080/02619768.2016.1138104
Pérez Cañado, M. L. (2016b). Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266-295. https://doi.org/10.1080/13670050.2014.980778
Pérez Cañado, M. L. (2017). CLIL teacher education: Where do we stand and where do we need to go? In M. E. Gómez Parra & R, Johnstone (Eds.), Bilingual education: Educational trends and key concepts (pp. 185-196).
Ministerio de Educación, Cultura y Deporte.
Pérez Cañado, M. L. (2018). Innovations and challenges in CLIL teacher training. Theory into Practice, 57(3), 1-10. https://doi.org/10.1080/00405841.2018.1492238
Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: Students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45-59. https://doi.org/10.1080/13670050.2013.874972
Relaño-Pastor, A., & Fernández-Barrera, A. (2019). The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha: Tensions and dilemmas. Journal of Multilingual and Multicultural Development, 40(5), 421-435. https://doi.org/10.1080/01434632.2018.1543696
Sánchez Meléndez, Á. (2020). CLIL teachers training needs in primary education in Andalusia [unpublished master’s thesis, Universidad de Córdoba].
Tedick, D. J., & Zilmer, C. (2018). Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education, 6(2), 269-294. https://doi.org/10.1075/jicb.17019.ted
Ting, Y. L. T. (2011). CLIL … not only not immersion but also more than the sum of its parts. ELT Journal, 65(3), 314–317. https://doi.org/10.1093/elt/ccr026
Torres-Rincón, J. C., & Cuesta-Medina, L. M. (2019). Situated practice in CLIL: Voices from Colombian teachers. Gist Education and Learning Research Journal, 18, 109-141. https://doi.org/10.26817/16925777.456
Yildiz, M. (2019). Preservice and in-service CLIL teachers’ perceived competencies and satisfaction with the training programmes: An investigation in Spanish context [unpublished master’s thesis, Sakarya University].
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic reviews in educational research: Methodology, perspectives and application. Springer. https://doi.org/10.1007/978-3-658-27602-7
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Latin American Journal of Content & Language Integrated Learning
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
Esta revista y sus artículos se publican bajo la licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0), por lo cual el usuario es libre de: compartir, copiar y redistribuir el material en cualquier medio o formato, siempre y cuando: dé crédito de manera adecuada, brinde un enlace a la licencia e indique si se han realizado cambios; no use nuestro contenido con propósitos comerciales; y/o remezcle o transforme el material. Recuerde que no tiene los permisos para distribuir el material si fue modificado.
