CLIL Teacher training at the UPCT: present and future within the EHEA

<p>Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna refo...

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Autores principales:	Camino Rea Rizzo, Natalia Carbajosa Palmero
Formato:	article
Lenguaje:	EN ES
Publicado:	Universitat Politècnica de València 2014
Materias:	CLIL, formación del profesorado, inglés profesional, inglés académico, innovación educativa, educación superior. Education L
Acceso en línea:	https://doaj.org/article/7788c079acd7474faef796ad9af6f825
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spelling	oai:doaj.org-article:7788c079acd7474faef796ad9af6f8252021-12-02T15:06:29ZCLIL Teacher training at the UPCT: present and future within the EHEA1887-45921887-4592https://doaj.org/article/7788c079acd7474faef796ad9af6f8252014-12-01T00:00:00Zhttp://red-u.net/redu/index.php/REDU/article/view/674https://doaj.org/toc/1887-4592https://doaj.org/toc/1887-4592<p>Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography.</p><p>This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and `hybrid´ from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike.</p><p><strong>RESUMEN</strong></p><p><strong>Formación CLIL del profesorado en la UPCT: presente y futuro dentro del EEES.</strong></p><p>The objective of this article is to describe an experimental study about a collaborative learning experience carried out on the Degrees in Pedagogy and Primary School Education at the University of Barcelona (UB). Specifically, we analyze the implementation of “Collaborative Seminars” in two core subjects. The aims of this project were to boost team working skills amongst students at the same time as encouraging acquisition of core contents in both subjects. Firstly, we discuss the theoretical models which motivated the project and underlaid many of the decisions taken by the training team. Secondly, we offer detailed information on the specific features adopted by the seminars and on how the project developed over one semester. Finally, we describe how data was collected and present the results. To assess the experience we used a variety of information-gathering strategies such as questionnaires, discussion groups and participant observation. Results show, amongst other things, that collaborative seminars contribute to the learning of significant course contents, to the acquisition of various communication skills, to the development of the learning to learn competence, and to the encouragement of personal and interpersonal team working abilities. Lastly, our study reveals the problems and hindrances we came across when implementing the group seminars, and suggests some ideas in order to make future improvements.</p>Camino Rea RizzoNatalia Carbajosa PalmeroUniversitat Politècnica de ValènciaarticleCLIL, formación del profesorado, inglés profesional, inglés académico, innovación educativa, educación superior.EducationLENESRed U, Vol 12, Iss 4, Pp 377-393 (2014)
institution	DOAJ
collection	DOAJ
language	EN ES
topic	CLIL, formación del profesorado, inglés profesional, inglés académico, innovación educativa, educación superior. Education L
spellingShingle	CLIL, formación del profesorado, inglés profesional, inglés académico, innovación educativa, educación superior. Education L Camino Rea Rizzo Natalia Carbajosa Palmero CLIL Teacher training at the UPCT: present and future within the EHEA
description	<p>Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography.</p><p>This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and `hybrid´ from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike.</p><p><strong>RESUMEN</strong></p><p><strong>Formación CLIL del profesorado en la UPCT: presente y futuro dentro del EEES.</strong></p><p>The objective of this article is to describe an experimental study about a collaborative learning experience carried out on the Degrees in Pedagogy and Primary School Education at the University of Barcelona (UB). Specifically, we analyze the implementation of “Collaborative Seminars” in two core subjects. The aims of this project were to boost team working skills amongst students at the same time as encouraging acquisition of core contents in both subjects. Firstly, we discuss the theoretical models which motivated the project and underlaid many of the decisions taken by the training team. Secondly, we offer detailed information on the specific features adopted by the seminars and on how the project developed over one semester. Finally, we describe how data was collected and present the results. To assess the experience we used a variety of information-gathering strategies such as questionnaires, discussion groups and participant observation. Results show, amongst other things, that collaborative seminars contribute to the learning of significant course contents, to the acquisition of various communication skills, to the development of the learning to learn competence, and to the encouragement of personal and interpersonal team working abilities. Lastly, our study reveals the problems and hindrances we came across when implementing the group seminars, and suggests some ideas in order to make future improvements.</p>
format	article
author	Camino Rea Rizzo Natalia Carbajosa Palmero
author_facet	Camino Rea Rizzo Natalia Carbajosa Palmero
author_sort	Camino Rea Rizzo
title	CLIL Teacher training at the UPCT: present and future within the EHEA
title_short	CLIL Teacher training at the UPCT: present and future within the EHEA
title_full	CLIL Teacher training at the UPCT: present and future within the EHEA
title_fullStr	CLIL Teacher training at the UPCT: present and future within the EHEA
title_full_unstemmed	CLIL Teacher training at the UPCT: present and future within the EHEA
title_sort	clil teacher training at the upct: present and future within the ehea
publisher	Universitat Politècnica de València
publishDate	2014
url	https://doaj.org/article/7788c079acd7474faef796ad9af6f825
work_keys_str_mv	AT caminorearizzo clilteachertrainingattheupctpresentandfuturewithintheehea AT nataliacarbajosapalmero clilteachertrainingattheupctpresentandfuturewithintheehea
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CLIL Teacher training at the UPCT: present and future within the EHEA

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