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Un estudio de caso de las emociones y la comprensión de AICLE de tres futuros profesores finlandeses durante una práctica en línea

dc.contributor.authorPappa, Sotiria
dc.date.accessioned2022-07-05T16:30:08Z
dc.date.available2022-07-05T16:30:08Z
dc.date.issued2021
dc.identifier.citationPappa, S. (2021). A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum. Latin American Journal of Content &Amp; Language Integrated Learning, 14(1), 41–68. https://doi.org/10.5294/laclil.2021.14.1.2es_CO
dc.identifier.issn2011-6721
dc.identifier.otherhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/14357
dc.identifier.urihttp://hdl.handle.net/10818/50857
dc.description28 páginases_CO
dc.description.abstractThe novel exigencies of the 2020 COVID-19 pandemic caused a shift towards online learning environments and teleconference platforms, which have also affected teaching practicums. The impact of this approach on teacher preparation is yet unknown and may render pre-service teachers (PSTs) more vulnerable to the challenges of early professional learning through practice, especially when implementing a methodology they have been insufficiently introduced to. Following three students of primary teacher education who opted for a practicum in a CLIL class at a Finnish teacher training school, this case study examines how the online practicum affected these PSTs’ emotions and understanding of CLIL. The case study is based on the analytical categories of teacher identity and emotion and draws on essay, diary, and interview data. The thematic analysis of the data suggests that the online practicum met participants’ expectations for building confidence and was perceived as an overall instructive experience, which was improved by the quality of mentorship and peer support they received. However, feelings of frustration or dissatisfaction accompanied moments of conflict with incoming expectations, principally related to using English in CLIL. The analysis further suggests that the online practicum strengthened participants’ earlier conception of CLIL as a language-oriented teaching tool. Regardless of whether online CLIL practicums remain a future option, acquiring disciplinary and language knowledge alike are important aspects in teacher preparation for CLIL, which could be an optional part of teacher education programs for PSTs who are aware of or sensitive to language as a tool for learning.en
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.relation.ispartofseriesLACLIL, 14(1), 41-68
dc.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad de La Sabanaes_CO
dc.subject.otherTeacher educationeng
dc.subject.otherContent and Language Integrated Learningeng
dc.subject.otherOnline learningeng
dc.subject.otherPracticumeng
dc.subject.otherStudent teacher journalseng
dc.titleA Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicumen
dc.titleUn estudio de caso de las emociones y la comprensión de AICLE de tres futuros profesores finlandeses durante una práctica en líneaes_CO
dc.typejournal articlees_CO
dc.publisher.departmentDirección de Publicacioneses_CO
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccess
dc.identifier.doi10.5294/laclil.2021.14.1.2
dc.identifier.eissn2322-9721


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