Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Latin American Journal of Content & Language Integrated-LACLIL Pub Date : 2023-09-04 DOI:10.5294/laclil.2022.15.2.5
María Paz Azparren-Legarre, M. C. Bueno-Alastuey
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Abstract

Even though the implementation of Content and Language Integrated Learning (CLIL) and its results have been researched extensively, fewer works have focused on the effect of contextual factors (CF) on teachers’ beliefs and on which ones are perceived as constraints. Furthermore, no research has explored how training might change those beliefs and help to adjust or modify some of the negative effects that CF exert on teaching practices. This qualitative study explores six in-service CLIL secondary teachers’ beliefs about CF and the effect a training course had on them. Results confirmed CF are perceived as constraints to the successful implementation of CLIL, and training appears to have a positive effect in shaping negative teachers’ beliefs and attitudes into more favourable ones. This, in turn, may help teachers to cope with the unfavourable teaching situations that CF may provoke on a daily basis. Since CF still seem to hinder CLIL success, considering teachers’ beliefs about them in CLIL teacher training programmes may contribute largely to teachers’ effectiveness.
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情境因素对CLIL教师效能的感知约束:一个培训课程的影响
尽管内容和语言综合学习(CLIL)的实施及其结果已经得到了广泛的研究,但很少有研究关注上下文因素(CF)对教师信念的影响以及哪些因素被视为约束因素。此外,没有研究探索训练如何改变这些信念,并帮助调整或修改CF对教学实践的一些负面影响。本质性研究探讨了六名在职中教课教师的CF信念及培训课程对他们的影响。结果证实,CF被认为是CLIL成功实施的制约因素,培训似乎在将消极的教师信念和态度塑造成更有利的信念和态度方面具有积极作用。反过来,这可以帮助教师应对CF可能在日常生活中引发的不利教学情况。由于CF似乎仍然阻碍了CLIL的成功,在CLIL教师培训计划中考虑教师对他们的看法可能在很大程度上有助于教师的有效性。
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发文量
15
审稿时长
30 weeks
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